curriculum of english

CURRICULUM

OF

ENGLISH

For

BS (FOUR-YEAR) & MS (TWO-YEAR)

2008

HIGHER EDUCATION COMMISSION ISLAMABAD.

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CURRICULUM DIVISION, HEC

Dr. Syed Sohail H. Naqvi Executive Director

Prof. Dr. Riaz ul Haq Tariq Member (Acad)

Miss Ghayyur Fatima Deputy Director (Curri)

Mr. M. Tahir Ali Shah Assistant Director

Mr. Shafiullah Khan Assistant Director

Composed by Mr. Zulfiqar Ali, HEC Islamabad

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CONTENTS 1. Introduction 6 2. BS:

• Aims and Objectives • Scheme of Studies • Courses in Detail

3. MS Literature:


4. MS Applied Linguistics:


5. Recommendations 6. Annexures: A, B, C, & D.

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PREFACE

Curriculum development is a highly organized and systematic process and involves a number of procedures. Many of these procedures include incorporating the results from international research studies and reforms made in other countries. These studies and reforms are then related to the particular subject and the position in Pakistan so that the proposed curriculum may have its roots in the socio-economics setup in which it is to be introduced. Hence, unlike a machine, it is not possible to accept any curriculum in its entirety. It has to be studied thoroughly and all aspects are to be critically examined before any component is recommended for adoption.

In exercise of the powers conferred by sub-section (1) of section 3 of the Federal Supervision of Curricula Textbooks and Maintenance of Standards of Education Act 1976, the Federal Government vide notification No. D773/76-JEA (cur.), dated December 4th 1976, appointed the University Grants Commission as the competent authority to look after the curriculum revision work beyond class XII at the bachelor level and onwards to all degrees, certificates and diplomas awarded by degree colleges, universities and other institutions of higher education.

In pursuance of the above decisions and directives, the Higher Education Commission (HEC) is continually performing curriculum revision in collaboration with universities. According to the decision of the special meeting of Vice-Chancellor’s Committee, the curriculum of a subject must be reviewed after every 3 years.

A committee of experts comprising of conveners from the National Curriculum Revision of HEC in Basic, Applied Social Sciences and Engineering disciplines met in April 2007 and developed a unified template to standardize degree programs in the country to bring the national curriculum at par with international standards, and to fulfill the needs of the local industries. It also aimed to give a basic, broad based knowledge to the students to ensure the quality of education. The new BS degree shall be of 4 years duration, and will require the completion of 130-136 credit hours. For those social sciences and basic sciences degrees, 63.50% of the curriculum will consist of discipline specific courses, and 36.50% will consist of compulsory courses and general courses offered through other departments.

For the purpose of curriculum revision various committees are constituted at the national level, comprising of senior teachers nominated by universities, degree awarding institutions, R&D organizations and respective accreditation councils. The National Curriculum Revision Committee meeting in English held on August 15-16, 2008 at the HEC Islamabad in continuation of its earlier meeting held on June 2008 at HEC, Islamabad revised the curriculum in light of the unified template. The final draft prepared by the National Curriculum Revision Special Committee, duly approved by the competent authority, is being circulated for implementation in the concerned institutions.

DR.RIAZ-UL-HAQ TARIQ

Member Academics September 2008

CURRICULUM DEVELOPMENT

STAGE-I STAGE-II STAGE-III STAGE-IV

CURRICULUM UNDER

CONSIDERATION

CURRICULUM IN DRAFT STAGE

FINAL STAGE FOLLOW UP

COLLECTION OF EXP

NOMINATION UNI, R&D,

INDUSTRY & COUNCILS

APPRAISAL OF 1ST DRAFT BY EXP

PREPARATION OF FINAL

CURRICULUM

QUESTIONNAIRE

FINALIZATION OF DRAFT BY NCRC

CONS. OF NCRC. COMMENTS

PRINTING OF CURRICULUM

PREPARARTION OF DRAFT BY NCRC

REVIEW

IMPLEMENTATION OF CURRICULUM

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Abbreviations Used: NCRC. National Curriculum Revision Committee

VCC. Vice-Chancellor’s Committee

EXP. Experts

COL. Colleges

UNI. Universities

PREP. Preparation

REC. Recommendations

LI Learning Innovation

R&D Research & Development Organization

HEC Higher Education Commission

BACK TO STAGE-I

ORIENTATION COURSES BY

LI, HEC

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INTRODUCTION The first meting of the National Curriculum Revision Committee in English (NCRC - English) 2008 was held in June. Subsequently, the committee met for two days (August 15-16, 2008) at the Higher Education Commission (HEC), Islamabad to finalize the BS curriculum. The following experts drawn from various national and regional universities participated in the curriculum revision process and shared their expertise: Sr. Name

1. Dr. Fauzia Shamim Professor, Department of English University of Karachi, Karachi.

Convener

2. Prof. Dr. Muhammad Shahbaz Arif, Chairman, Department of English Language and Literature, University of Management & Technology, Lahore.

Member

3. Dr. Raja Nasim Akhtar, Professor, University of Azad Jammu and Kashmir, Muzaffarabad

Member

4. Dr. Shirin Zubair, Professor, Chairperson, Department of English, Bahauddin Zakariya University, Multan

Member

5. Dr. Ghulam Mustafa Mashori, Assistant Professor, Shah Abdul Latif University, (SALU), Khairpur, Sindh

Member

6. Prof. Farhat Mujtaba, Dean, Faculty of Languages, Literature & Humanities, International Islamic University, Islamabad

Member

7. Dr. Humaira Ahmed, Chairperson, English Department, Fatima Jinnah Women University, The Mall, Rawalpindi

Member

8. Dr. Farhan Ebadat Yar Khan, Assistant Professor, Department of English, GC University, Lahore

Member

9. Mrs. Zareen Mazhar, Associate Professor, Head of English Department, Lahore College for Women University,

Member

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Jail Road, Lahore 10. Mr. Ijaz Asghar,

Assistant Professor, Department of English, University of Sargodha, Sargodha

Member

11. Mr. Asim Karim, Assistant Professor Department of English, Gomal University, D.I. Khan

Member

12. Dr. Rafiq Ahmed Memon, Assistant Professor & Incharge, Institute of English Language and Literature, University of Sindh

Member

13. Mr. Qaiser Khan, Department of English, University of Malakand, Dir (Lower) NWFP

Member

14. Ms. Zareena Saeed, Assistant Professor, Department of English Language & Literature, University of the Punjab, Lahore

Member

15. Mr. Malik Ajmal Gulzar, Department of English Language & Applied Linguistics, Allama Iqbal Open University, Islamabad

Member

16. Ms. Asma Mansoor, Department of English, International Islamic University, Islamabad

Member

The first day meeting on June 10 2008 started with recitation from the Holy Quran. Dr. Riaz ul Haq Tariq, Member (Academics), HEC briefed the participants about the objectives of the meeting of the HEC – NCRC 2008. The major agenda item was to redesign the curriculum for the four-year BS in English program in the light of the revised framework approved by HEC. The details about the four-year BS program are: the students will focus on the a) core university requirement (compulsory and general courses); b) foundation courses in the discipline in the first two years; and c) specialized courses (major and electives) in the final two years. In a typical four-year undergraduate program, each year consists of two semesters and the total credits required vary from 130 – 136. The students therefore complete the requirements of the degree in eight semesters. The integration of students from the two year BA program in colleges was not discussed as it was not part of the agenda. However, members agreed with an earlier

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recommendation that universities should offer remedial courses for students who wish to join the BS program in year three according to their available resources.

Based on the initial discussion on the revised framework for the four-year BS program, the Committee subdivided into “Literature” and “Linguistics” expert groups to finalize the draft for the revised curriculum- English 2008. The members pooled in their resources, books, course outlines and recommendations. More importantly, their expert and sincere involvement helped in producing a document which seeks to take a balanced approach towards the study of literature and linguistics in Pakistan, while taking into account the current needs and trends at the national and international level. It is strongly recommended that universities review their existing resources for the implementation of this curriculum and identify areas for further development. During this time they may wish to use the various HEC schemes for getting the required faculty in different areas. This curriculum has been designed for the BS four-year English program to be taught in the universities of Pakistan. This is part of the HEC initiatives to introduce four-year undergraduate program acceptable nationally and internationally. In designing this course the HEC guidelines have been followed as closely as possible. More important, the basic principles of learning and teaching have been adhered to. An attempt has been made to make the course broad-based so that the English graduates are aware of the main developments in other disciplines and can follow an inter-disciplinary approach to the study of this course. This was considered important for meeting diverse market needs, thereby enhancing the overall employability of these graduates. The course has been designed in a way where there is a room for customizing the program according to the needs and resources of an individual university. Following the foundation courses in years one and two, the major courses in years three and four have two strands i.e. English Literature (group A) and Linguistics (group B) to provide the students an opportunity to follow a field of their own choice. However, a minimum of four courses have to be selected from each group to strike a balance between the two fields of study. The courses have been graded and sequenced in terms of course aims, content and recommended readings. This is reflected in the course titles with numbers I, II, and III, where applicable. For example, Linguistics II presupposes that students have read Linguistics I.

We are thankful to all members of the Committee for their active and enthusiastic participation in the discussions during the two curriculum meetings held at the HEC, Islamabad. We are also thankful to the HEC,

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especially Mr.Muhammad Tahir Ali Shah, Assistant Director (Curriculum) for coordinating this whole event. Aims:

• To encourage the learners to read and analyze critically a wide range of texts

• To orientate the learners to various traditions of writing/speech in English

Objectives: After completion of the BS four-year program, the learners will be able to:

1. Display substantial proficiency in oral and written English 2. Demonstrate knowledge of the core linguistic and literary concepts

and their various applications 3. Use critical concepts and terminology, both in Literature and

Linguistics, with understanding 4. Express the ability to respond to and interpret a range of text types

effectively 5. Analyze individual texts and make comparisons between them 6. Appreciate the significance of social and historical context in

analyzing texts 7. Trace and recognize the major traditions in research on selected

issues/themes 8. Conduct a small-scale research study in an area of interest 9. Enhance their employability in various fields, such as media,

communication, teaching, C.S.S. and other relevant fields.

In addition, the learners shall demonstrate:

1. Confidence, independence, and ability to reflect critically 2. Clear communication and presentation skills 3. Detailed understanding and comprehension of a range of text types 4. Ability to think independently and creatively 5. Ability to conduct responsible research 6. Skills for life long learning

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STANDARDIZED FORMAT / SCHEME OF STUDIES FOR FOUR-YEAR INTEGRATED CURRICULA FOR BACHELOR DEGREE IN BASIC, SOCIAL, NATURAL AND APPLIED SCIENCES

STRUCTURE

Sr. Categories No. of

courses Min – Max

Credit Hours

Min – Max 1. Compulsory Requirement (No Choice) 9 – 9 25 – 25 2. General Courses to be Chosen from

Other Disciplines 7 – 8 21 – 24

3. Discipline Specific Foundation Courses 10 – 11 30 – 33 4. Major Courses including Research

Project / Internship 12 – 14 36 – 42

5. Electives within the Major 4 – 4 12 – 12 Total 44 – 46 130 – 136

Total numbers of Credit hours 130-136 Duration 4-years Semester duration 16-18 weeks Semesters 8 Course Load per Semester 15-18 Cr hrs Number of courses per semester 4-6 (not more than 3 lab /

practical courses)

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SCHEME OF STUDIES FOR BS FOUR-YEAR PROGRAM IN ENGLISH

Year

Credit (CH)

Compulsory/ Requirement (Annex A-D)

General Courses (GC-To be chosen

from other disciplines)

Discipline specific

Foundation courses

Major Courses

Electives within the

major

Max Total CH 130 – 136 25 21-24 30-33 36-42 12 Used Total CH 130 25 24 30 39 12

Year 1

Semester I 17 • English – I • Pakistan

Studies

GC-I (e.g. Psychology-I) GC-II (e.g. Philosophy)

• Introduction to Lit. I: History of Eng Lit.

• Introduction to Linguistics I

Semester II 17 • English – II • Islamic Studies

(2)

GC-III (e.g. Psychology-II) GC-IV (e.g. Philosophy

• Introduction to Lit. II: Poetry and One-Act Plays

• Introduction to Linguistics II

Year 2

Semester III 18 • English-III (Communication Skills)

• Introduction to Computers

• GC-V (e.g. Entrepreneurship)

• GC-VI (e.g. Environmental Sciences)

• Introduction to Lit. III: Fiction

• Introduction to Ling III: Phonetics and English Phonology

Semester IV 18 • Advanced Academic Reading and Writing

• Citizenship Education (Human Rights)

• Introduction to Lit. IV: Prose

• Introduction to Ling IV: The Structure of English

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Year 3 Group A

(Literature) Group B

(Linguistics)

Semester V 15 • Introduction to Research Methodology

• Lit.

Criticism-I • Poetry: 14th

to 18th Century

• Novel: 18th t0 19th century

• Psycholinguistics

• Sociolinguistics

Semester VI 15 • Literary Movements

• Classics in Drama

• Lit. Criticism-II

• Pakistani Literature in English

• Semantics • Discourse

Analysis

Year 4

Semester VII

15 • Research Thesis

(3 CH)

• Romantic Poetry

• American Lit. I: Novel and Poetry

• Women Writers

• TESOL I: English Language Skills

• Pedagogical Grammar

• Lexical Studies

• Afro-American Lit.

• Continental Drama

• Computer Assisted Language Learning (CALL)

• Applied Translation Studies

• Research Proposal * Semester VIII

15 • Research Thesis (3)

• American Lit. II: Drama

• 20th Century Literature

• TESOL II: Syllabus and Materials Evaluation and Design

• TESOL III: Language Assessment

• Modern Poetry

• Modern Novel

• Literacy Studies

• Feminist Linguistics

• Practicum / Internship (English Language Teaching)

• Practicum / Internship (Literary Pedagogy)

Please Note: 1. A minimum of 4 courses are to be selected from Groups A and B

(Literature and Linguistics respectively) each.

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2. The choice of the author and/or text in some literature courses is at the discretion of the department concerned.

3. Literary Criticism I and II are core courses for Group A. 4. Universities can also offer other electives as per available

expertise and resources. 5. Work for research thesis (6 Credit Hours) is expected to span

over two semesters. However, the thesis will be evaluated at the end of the final semester.

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6. Following is an indicative list of areas from which general

courses should be chosen: -

Social Science Management Sciences Applied Sciences

Psychology Entrepreneurship Environment Science Philosophy Market & Finance Introduction to

Statistics Mass Communication

Human Resource Management

Health & Physical Education

Sociology Org. Behaviour Any other Political Science Total Quality

Management

Geography Any other International Relation

Education History Economics Social Work Human Rights Gender Studies Anthropology Law Any other

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DETAIL OF COURSES BS 4-YEAR IN ENGLISH

COMPULSORY ENGLISH COURSES

YEAR ONE There will be two separate Compulsory English courses; the first course will focus on using language in context. The second course will focus on developing students’ critical reading and writing skills for academic study. Semester I Compulsory English I: Language in Use Aims:

1. To develop the ability to communicate effectively 2. To enable the students to read effectively and independently any

intermediate level text 3. To make the experience of learning English more meaningful and

enjoyable 4. To enable the students to use grammar and language structure in

context Objectives: (Contents) A: Listening and Speaking Skills* To develop the ability to:

• Understand and use English to express ideas and opinions related to students’ real life experiences inside and outside the classroom

• Give reasons (substantiating) justifying their view • Understand and use signal markers • Extract information and make notes from lectures • Ask and answer relevant questions to seek information, clarification

etc. B: Reading comprehension skills To enable the students to read a text to:

• Identify main idea/topic sentences • Find specific information quickly • Distinguish between relevant and irrelevant information according to

purpose for reading

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• Recognize and interpret cohesive devices • Distinguish between fact and opinion

C: Vocabulary Building Skills To enable the students to:

• Guess the meanings of unfamiliar words using context clues • Use word formation rules for enhancing vocabulary • Use the dictionary for finding out meanings and use of unfamiliar

words D: Writing skills To enable students to write descriptive, narrative and argumentative texts with and without stimulus input E: Grammar in context

• Tenses: meaning & use • Modals • Use of active and passive voice

* Listening and Speaking skills will be assessed informally only using

formative assessment methods till such time that facilities are available for testing these skills more formally.

Methodology The focus will be on teaching of language skills rather than content using a variety of techniques such as guided silent reading, communication tasks etc. Moreover, a process approach will be taken for teaching writing skills with a focus on composing, editing and revising drafts both individually and with peer and tutor support. Recommended Reading:

1. Howe, D.H, Kirkpatrick, T.A., & Kirkpatrick, D.L. (2004). Oxford English for undergraduates. Karachi: Oxford University Press.

2. Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers). Karachi: Oxford University Press.

3. Murphy, R. (2003). Grammar in use. Cambridge: Cambridge University Press.

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Semester II English Compulsory II: Academic Reading and Writing Aims:

To enable the students to: • Read the lines (literal understanding of text), read between the lines (to

interpret text) and read beyond the lines (to assimilate, integrate knowledge etc.)

• Write well organized academic texts including examination answers with topic/thesis statement/supporting details

• Write argumentative essays and course assignments

Reading and Critical Thinking

1. Read academic texts effectively by: • Using appropriate strategies for extracting information and salient

points according to a given purpose • Identifying the main points supporting details, conclusions in a text of

intermediate level • Identifying the writer’s intent such as cause and effect, reasons,

comparison and contrast, exemplification • Interpreting charts and diagrams • Making appropriate notes using strategies such as mind maps, tables,

lists, graphs. • Reading and carrying out instructions for tasks, assignments and

examination questions 2. Enhance academic vocabulary using skills learnt in Compulsory English I

course 3. Acquire efficient dictionary skills such as locating guide words, entry

words, choosing appropriate definition, and identifying pronunciation through pronunciation key, identifying part of speech, identifying syllable division and stress patterns

Writing Academic Texts Students will be able to:

1. Plan their writing: identify audience, purpose and message (content) 2. Collect information in various forms such as mind maps, tables, charts,

lists 3. Order information such as:

• Chronology for a narrative

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• Stages of a process • From general to specific and vice versa • From most important to least important • Advantages and disadvantages • Comparison and contrast • Problem solution pattern

4. Write argumentative and descriptive forms of writing using different

methods of developing ideas like listing, comparison, and contrast, cause and effect, for and against

Write good topic and supporting sentences and effective conclusions

Use appropriate cohesive devices such as reference words and signal markers

5. Redraft checking content, structure and language, edit and proof read Grammar in Context

• Phrase, clause and sentence structure • Combining sentences • Reported Speech

Methodology In this curriculum, students will be encouraged to become independent and efficient readers using appropriate skills and strategies for reading and comprehending texts at intermediate level. Moreover, writing is approached as a process. The students will be provided opportunities to write clearly in genres appropriate to their disciplines. Recommended Readings:

1. Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers). Karachi: Oxford University Press.

2. Fisher, A. (2001). Critical Thinking. C UP 3. Goatly, A. (2000). Critical Reading and Writing: An Introductory Course.

London: Taylor & Francis 4. Hacker, D. (1992). A Writer’s Reference. 2nd Ed. Boston: St. Martin’s 5. Hamp-Lyons, L. & Heasley, B. (1987). Study writing: A course in written

English for academic and professional purposes. Cambridge: Cambridge University Press.

6. Howe, D.H, Kirkpatrick, T.A., & Kirkpatrick, D.L. (2004). Oxford English for Undergraduates. Karachi: Oxford University Press.

7. Murphy, R. (2003?). Grammar in Use. Cambridge: Cambridge University Press.

8. Smazler, W.R. (1996). Write to be Read: Reading, Reflection and Writing. Cambridge: Cambridge University Press.

9. Wallace, M. (1992). Study Skills. Cambridge: Cambridge University Press.

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10. Yorky, R. Study Skills. FOUNDATION COURSES

YEAR ONE

BS in English program is expected to be a multi-disciplinary major with the aim of deepening theoretical as well as textual understanding of different kinds of text. The objective is to develop intellectual capacity of the students to think critically on social, political and cultural issues, and acquire skills to analyze texts and issues in depth. Semester I

Introduction to Literature I: History of English Literature

Aims and objectives: One of the objectives of this course is to inform the readers about how historical and socio-cultural events influence literature written in English. Although the scope of the course is quite expansive, the readers shall focus on early 16th to late 19th century that is till the Romantic Movement. Histories of literature written by some British literary historians will be consulted to form some socio-cultural and political cross connections. In its broader spectrum, the course covers a reference to the multiple factors from economic theories to religious, philosophical and metaphysical debates that overlap in these literary works of diverse nature and time periods under multiple contexts. The reading of literature in this way i.e. within socio-cultural context will help the readers become aware of the fact that literary works are basically a referential product of the practice that goes back to continuous interdisciplinary interaction. Contents:

• General Background to Renaissance and Reformation • The Development of the Sonnet • Elizabethan Drama, Prose, Poetry • Milton, the Metaphysical, and the Cavalier Poets • The Age of Reason and Neo-Classicism • Restoration Drama • Augustan Satire • The Rise of the Novel • Romanticism

Recommended Readings: 1. Long, William J.: English Literature: Its History and Significance for the life

of English speaking world, enlarged edition, 2006. 2. Evans, Ifor. A Short History of English Literature. London: Penguin, 1976

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3. Ford, Boris.The New Pelican Guide to English Literature. Vol. 1-9. London: Penguin,1990.

4. Compton-Rickett, A. A History of English Literature. Thomas-Nelson & Sales, 1940 (latest edition).

5. Gillie, C. Longman. Companion to English Literature (2nd Edition). London: Longman, 1977.

6. Dachies, David. A Critical History of English Literature. Vol. 1-4. London: Secker & Warburg (latest edition), 1961.

7. Sanders, Andrew. The Short Oxford History of English Literature. Oxford University Press, USA.2002.

Semester I

Introduction to Linguistics – I

Aims: To introduce students to the basic concepts in linguistics and language study

Contents: • Basic terms and concepts in Linguistics

o What is language (e.g. design features, nature and functions of language)?

o What is linguistics (e.g. diachronic/synchronic; paradigmatic/syntagmatic relations)?

• Elements of Language o Phonology (Sounds of English) o Morphology (Word forms & structures) o Syntax (Sentence structures) o Semantics (Meanings)

Recommended Readings: 1. Aitchison, J. 2000. Linguistics (Teach Yourself Books). 2. Farmer, A. K; Demers, R. A. A Linguistics Workbook 3. Finch, G. How to Study Linguistics: A Guide to Understanding Linguistics.

Palgrave 4. Fromkin, V. A; Rodman, R. and Hymas, M. 2002. Introduction to

Language. 6th Ed. New York: Heinley 5. Radford, A., Atkinson, M., Briatain, D., Clahsen, H., Spencer, A. 1999.

Linguistics: An Introduction. CUP. 6. Todd, L. 1987. An Introduction to Linguistics. Moonbeam Publications 7. Yule, G. 2006. The Study of Language. Second edition. C UP.

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Semester II

Introduction to Literature II: Poetry & One-Act Plays

Aims & objectives: This course introduces various forms and styles of the genre of poetry, originally in English or translated. Irrespective of any chronological or historical development or the hierarchy of major and minor or continental and local or classical and popular, the main purpose of these readings is to highlight the variety of poetry worldwide and their possible connections, if any! The readers will find here a combination of elegy, ode, lyric, ballad, free verse, and many other types. In a way the variety of the poetic expression informs about the sub-generic elements regarding long, light, shaped, free, or other possible forms of verse. There is lot of scope for further analysis and research into the secrets of versification: tone and mood, metre, rhythm, rhyme, and such technical details, but, above all the function is to aesthetically enrich the readers about various mechanisms of musicality through words placed in best order. For some background help, the teachers may introduce more kinds of poetic expression and also consult any reference book detailing the fundamentals of poetry. As far as the aim of introducing one act-plays is concerned, it is to familiarize the readers with fundamentals of drama i.e. character, plot, setting, dialogue through one act-plays. It would prepare them for a mature understanding of drama as a popular genre in literature. Recommended Texts: Sonnet

• Milton: On His Blindness • Robert Frost: The Silken Tent

Song • Christina Rossetti: When I am Dead my Dearest • John Donne: Go and Catch a Falling Star

Dramatic Monologue • Robert Browning: My Last Duchess • Alferd Tennyson: Ulysses

Elegy • Thomas Gray: An Elegy Written in the Country Churchyard • Dylan Thomas: A Refusal to Mourn the Death by Fire of a

Child in London Ballad

• John Keats: La Belle Dame Sans Merci • W. H. Auden: What Is That Sound

Ode • Percy B. Shelley: Ode to the West Wind

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• John Keats: Ode to Autumn Free Verse

• William Carlos Williams: Red Wheel Barrow Epic

• Lines from John Milton’s Paradise Lost • Lines from Alexander Pope’s Rape of the Lock

Recommended Readings: 1. Abbs, P. & Richardson, J. The Forms of Poetry. Cambridge: Cambridge

UP, 1995. 2. Barnet, Sylvan. A Short Guide to Writing About Literature (7th Edition).

New York: Harper and Collins, 1996. 3. Boulton, Marjorie. The Anatomy of Poetry. London: Routledge and Kegan

Paul, 1977. 4. Kennedy, X. J. Gioia, D. An Introduction to Poetry: (8th Edition). New York:

Harper Collins College Publishers, 1994. Recommended Texts: ONE-ACT PLAYS Eugene ONeill: Moon for the Carrabies Anton Chekhov: The Bear Lady Gregory: The Rising of the Moon Edward Albee: The Sandbox Note: The maximum number of one-act plays to be taught is two. Recommended Readings: 1. Hill,Mc Graw. An Introduction to Modern One-Act Plays. Glencoe/McGraw-Hill.

1991. 2. Litz, A. Walton, Menand, Louis and Rainey, Lawrence. The Cambridge History

of Literary Criticism, Vol. 7: Modernism and the New Criticism. Cambridge University Press. 2006.

3. Chakraborty, Bhaktibenode. Anton Chekov, The Crusader For A Better World. K.P. Bagchi & Co .1990.

4. Kopper Edward A. Lady Gregory: A Review Of The Criticism (Modern Irish Literature Monograph Series). E.A. Kopper, Jr. 1991.

5. Schrank, Bernice and Demastes, William W. Irish Playwrights, 1880-1995: A Research and Production Sourcebook . Greenwood Press. 1997.

6. Zinman, Toby. Edward Albee (Michigan Modern Dramatists). University of Michigan Press. University of South Carolina Press 2008.

7. Roudane, Matthew C. Understanding Edward Albee (Understanding Contemporary American Literature).1987.

8. Bottoms, Stephen. The Cambridge Companion to Edward Albee. (Cambridge Companions to Literature). CUP, 2005.

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9. Manheim, Michael. The Cambridge Companion to Eugene O'Neill (Cambridge Companions to Literature).CUP, 1998.

Semester II

Introduction to Linguistics II:

Aims: To introduce the students to:

• major schools and movements in linguistics • use of language in communication

Contents: • Scope of linguistics: an introduction to major branches of linguistics • Schools of linguistics (generativism, structuralism, functionalism) • Discourse Analysis (Difference between Spoken and Written

discourse, conversational structure, turn-taking, coherence/cohesion)

• Stylistic variation and change

Recommended Readings: 1. Akmajian, A; Demers, R. A; Farmer, A. K. and Harnish, R. M. 2001.

Linguistics: An Introduction to Language and Communication. 4th Ed. Massachusetts: MIT

2. Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. New Ed. London: Longman

3. Crystal, D. 1997. The Encyclopedia of Language. Cambridge: CUP 4. Fromkin, V. A; Rodman, R. and Hymas, M. 2002. Introduction to

Language. 6th Ed. New York: Heinley 5. Gee, J. P. 2005. An Introduction to Discourse Analysis 6. McCarthy, Michael. 1991. Discourse Analysis for Language Teachers.

Cambridge: CUP 7. Radford, A., Atkinson, M., Briatain, D., Clahsen, H., Spencer, A. 1999.

Linguistics: An Introduction. CUP. 8. Todd, L. 1987. An Introduction to Linguistics. Moonbeam Publications 9. Yule, G. 2006. The Study of Language. Second edition. C UP.

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COMPULSORY COURSES YEAR TWO

Semester III

English III: Communication Skills

Aims:

To enable the students to meet their real life communication needs

Contents: • Oral presentation skills (prepared and unprepared talks) • Preparing for interviews (scholarship, job, placement for internship,

etc.) • Writing formal letters • Writing different kinds of applications (leave, job, complaint, etc.) • Preparing a Curriculum Vitae (CV), (bio-data) • Writing short reports

Recommended Readings:

1. Ellen, K. 2002. Maximize Your Presentation Skills: How to Speak, Look and Act on Your Way to the Top

2. Hargie, O. (ed.) Hand book of Communications Skills 3. Mandel, S. 2000. Effective Presentation Skills: A Practical Guide Better

Speaking 4. Mark, P. 1996. Presenting in English. Language Teaching Publications. Semester IV Advanced Academic Reading and Writing:

Aims:

To enable the students to: • Read Academics text critically • Write well organized academic text e.g. assignments, examination

answers • Write narrative, descriptive, argumentative essays and reports

(assignments) Contents:

1. Critical Reading Advanced reading skills and strategies building on Foundations of English I & II courses in semesters I and II of a range of text types e.g. description, argumentation, comparison and contrast

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2. Advanced Academic Writing Advanced writing skills and strategies building on English I & II in semesters I and II:

o Writing summaries of articles o report writing o Analysis and synthesis of academic material in writing o Presenting an argument in assignments/term-papers and

examination answers

Recommended Readings: 1. Aaron, J. 2003. The Compact Reader. New York: Bedford 2. Axelrod, R. B and Cooper, C.R. 2002. Reading Critical Writing Well: A

Reader and Guide 3. Barnet, S. and Bedau, H. 2004. Critical Thinking, Reading and Writing: A

Brief Guide to Writing. 6th Ed. 4. Behrens & Rosen. 2007. Reading and Writing Across the Curriculum. 5. Gardner, P. S. 2005. New Directions: Reading, Writing and Critical

Thinking 6. George, D. and Trimbur, J. 2006. Reading Culture: Context for Critical

Reading and Writing. 6th Ed. 7. Goatly, A. 2000. Critical Reading and Writing: An Introductory Course.

London: Taylor & Francis 8. Grellet, F., Writing for Advanced Learners of English. CUP 9. Jordan, K. M. and Plakans, L. 2003. Reading and Writing for Academic

Success 10. Jordon, R. R. 1999. Academic Writing Course. CUP. 11. Smith, L. C. 2003. Issues for Today: An Effective Reading Skills Text 12. Withrow, J., Effective Writing. CUP

Semester IV

Citizenship Education (Human Rights [HR] Component):

This particular course deals with good citizenship values and human rights components. Although the course does not strictly or necessarily fall under the category of English curriculum and syllabi, the contents/ topics designed for this course must be studied and used by the teachers of English language and literature to offer a comparative study with the textbooks they use for their classes. Whether the teachers pick on the UN HR charter or they use the last address of the Holy Prophet Muhammad (peace be upon him) for such comparative analysis the major aims of the course should be as described below. Aims:

The major aims of this course should be to: • Promote human values, in particular religious tolerance for others • Promote HR, in particular those of the minorities and ethnic groups

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• Develop a cross-cultural understanding, to recognize the value of difference

• Introduce the concept of good neighborhood and global citizenship, to accept socio-cultural harmony

• Relate human progress through a sense of diversity Contents:

Preferably, as required by the various universities and their interdisciplinary programs, however as a suggestion the following topics are considered relevant in our context:

• What are Human Rights (HR)? • Evolution of the Concept of HR • Four Fundamentals in HR: freedom, equality, justice, and human

dignity • Universal Declaration of HR • Three Key Principles in HR: inalienability, indivisibility and universality • Are HR Universal? (debate/ discussion etc) • HR in South Asia: Issues • Rights of Women • Rights of Children (debate/ discussion on child labor, etc)

Recommended Readings: 1. Dean, B. Joldoshalieva, R. & Sayani, F. Creating a Better World. Karachi,

Pakistan: Aga Khan University, Institute for Educational Development. 2006

FOUNDATION COURSES

YEAR TWO Semester III

Introduction to Literature III: Fiction

Aims and Objectives: The aim of this part of the curriculum is to introduce the readers to fiction as far as short stories and novels are concerned. However instead of introducing full length texts of the novel, the readers would be required to read selected extracts from the novels mentioned in the reading list below. It will prepare them for the reading of full length texts of novels with an understanding of the elements of the novel such as plot, character, vision etc.

Contents:

A. Short Stories • Oscar Wilde: The Nightingale and the Rose • O’ Henry: After Twenty Years

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• Nadine Gordimer: Once Upon a Time • Naguib Mahfouz: The Mummy Awakens • Guy de Maupassant: The String • D. H. Lawrence: The Fox • Issac Asimov: True Love • James Joyce: Araby • Rudyard Kipling: The Man Who Would Be King • Dorothy Parker: Arrangement in Black and White • O’Conor: Everything that Rises Must Sink • Kate Chopin: The Story of an Hour

B. Extracts From Novels:

1. Emily Bronte: From: Wuthering Heights Chapter: 2 2. Charlotte Bronte: From: Jane Eyre Chapter: 24 3. George Eliot. From: The Mill on the Floss. Book 4 –Chapter: 1. 4. T. Hardy: From: The Mayor of Casterbridge Chapter: 26 5. J Steinbeck: From: The Grapes of Wrath. Chapters: 11, 12 and 15. 6. Ernest Hemingway: A Farewell to Arms. Book One: Chapter: 1,

Book Two: Chapter: 19. Note: A minimum of 5 and maximum of 7 short stories are to be taught, while at least 3 extracts of the novels should be taught. The selection of the novel-extracts is not strict and is left to the choice of the teacher concerned which is, however, not to exceed from maximum three chapters from one novel. Recommended Readings: 1. Baym, Nina. The Norton Anthology of American Lit. Vol. D. W. W. Norton &

Company.2002. 2. Martin, Brian. Macmillan Anthology of Eng Lit. Vol. 4.Macmillan Pub Co. 1989. 3. Forster, E.M. Aspects of the Novel. Harvest Books.1956. 4. Bloom, Harold. George Eliot's the Mill on the Floss (Bloom's Modern Critical

Interpretations). Chelsea House Pub. 1988. 5. Michie, Elsie B. Charlotte Bronte's Jane Eyre: A Casebook (Casebooks in

Criticism). Oxford University Press, USA. 2006 6. Bloom, Harold. John Steinbeck's The Grapes of Wrath (Bloom's Guides).

Chelsea House Publications. 2005. 7. Gioia, Dana and Gwynn, R. S. The Art of the Short Story. Longman.2005. 8. Brown, Julia Prewitt. Cosmopolitan Criticism: Oscar Wilde's Philosophy of Art.

University of Virginia Press. 1999. 9. Schoenberg, Thomas J. Twentieth Century Literary Criticism: Criticism of the

Short Story Writers, and Other Creative Writers Who Lived between 1900 and 1999, from the First ... Curr (Twentieth Century Literary Criticism). Gale Cengage. 2005.

10. Neill, Edward. Trial by Ordeal: Thomas Hardy and the Critics (Literary Criticism in Perspective). Camden House.1999.

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Introduction to Linguistics III: Phonetics and English Phonology

Aims: The aim of this course is to provide students with descriptive, analytical and applied knowledge about the sound system of English and varieties of English. Objectives: By the end of course the participants will be able to:

• Analyse and describe sound system of their own language; • Analyse and describe sound system of English language; and • Identify the problems of English pronunciation.

Contents:

1. Introduction Stages in the production of speech Speech organs Manner of articulation

2. Segmental Phonology

i. Phonemes and allophones Consonants Vowels Diphthongs and triphthongs

ii. Syllable and syllabic structure Consonant clusters Syllable Word stress: nouns, verbs, and adjectives

3. Suprasegmental Phonology

i. Sounds in connected speech Weak forms Assimilation, elision and liaison

ii. Sentence stress and intonation

4. Contrastive Phonology Teaching of pronunciation

Recommended Readings: 1. Burquest, D. A. (2001). Phonological analysis: A functional

approach. Dallas: SIL 2. Cruttenden, Alan. 1994. Gimson’s Pronunciation of English. Oxford:

Arnold. 3. Giegerich, Heinz. 1992. English Phonology. Cambridge: Cambridge

University Press.

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4. Gimson, A. C. (1984). An introduction to the pronunciation of English. London: Arnold.

5. Jones, Charles. 1994. A History of English Phonology. London: Longman.

6. Kenworthy, J. (1987). Teaching English pronunciation. London: Longman.

7. Knowles, G. (1987). Patterns of spoken English. London: Longman. 8. Kreidler, C. W. (1989). The pronunciation of English. Oxford: Basil

Blackwell. 9. Roach, P. (1991). English phonetics and phonology: A practical course.

Cambridge: Cambridge UP. Semester IV Introduction to Literature IV: PROSE Aims: The aim of the course is to make readers understand some important literary expressions in prose works other than short story and novel. The selection of the authors is chronological and starts with Bacon. Contents:

1. Francis Bacon: Of Youth and Age of Friendship 2. Jonathan Swift: Gulliver’s Travels (Parts 1 and 4) 3. Lytton Strachey: Dr Arnold or Florence Nightingale 4. Russell Selection from Sceptical Essays (2)

i. The Value of Scepticism ii. The Harms that Good Men Do iii. Eastern and Western Ideals of Happiness iv. Authority Versus Freedom in Education.

Recommended Readings: 1. Walker, Hugh The English Essays and Essayists. S. Chand & Co. Delhi, 1959. 2. Gravil, Richard, ed. Gulliver’s Travels (Case-book Series). Macmillan, 1974. 3. Schoeman, R. (ed.) Bertrand Russell, Philosopher of the Century. Allen &

Unwin.1967. 4. Leavis, John. Bertrand Russell, Philosopher and Humanist. New World

Paperbacks. 1968. 5. Coleridge, Stephen. The Glory of English Prose. Tutis Digital Publishing Pvt.

Ltd. 2008. 6. Yu, Margaret M. Two Masters of Irony: Oscar Wilde and Lytton Strachey. AMS

Press.2008. 7. Coote, Stephen. The Penguin Short History of English Literature (Penguin

Literary Criticism). Penguin.1994.

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Introduction to Linguistics IV: The Structure of English Aims: In this course students will learn to describe how English sentences are constructed and they will develop the skills necessary to analyze sentence structure. In so doing they will use some of tools and methods of modern linguistics. Objectives: By the end of this course students should have acquired skill in analyzing simple, compound, complex and compound-complex English sentences and they should be able to explain and justify their analysis to other people. They will also be able to draw tree diagrams and will be able to use confidently technical syntactic terms like adjunct, complementizer, ellipsis, lexical category, modal, and wh-movement etc Contents: The Word Rank Word Classes The Phrase Rank The Noun Phrase The Verb Phrase The Adjective Phrase The Adverb Phrase The Prepositional Phrase The Clause Rank The Subject The Verb The Direct Object The Indirect Object The Object Complement The Subject Complement The Adverbial and Adverbial Complement The Sentence Rank Main and Subordinate Clauses Simple Sentences Compound Sentences Complex Sentences Compound-Complex Sentences

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Recommended Readings: 1. Van Gelderen, E. (2002). An introduction to the grammar of English:

Syntactic arguments and socio-historical background. Amsterdam and Philadelphia: Benjamins

2. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course (2nd ed.). Stamford, CT: Heinle & Heinle.

3. Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge: Cambridge University Press

4. Quirk, R., Greenbaum, R., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. London: Longman.

FOUNDATION COURSES YEAR THREE

SEMESTER V Introduction to Research Methodology

Aims: To enable students to conduct their own small scale research; the main aim is to get them familiarised with techniques and methods of selecting topics, developing questions, collecting and analysing data and also preparing the research report.

Contents: • Introduction: Qualitative and Quantitative Research Paradigms • Identifying and Defining a Research Problem • Ethical considerations • Sampling Techniques • Tools for Data Collection: Questionnaires, Interviews, Observation &

Documents • Data analysis and Interpretation • Some Aspects of the Research Report

a. Review of literature b. Transcription and Transliteration c. Referencing and Citation

Recommended Readings: 1. Allwright, Dick and Bailey, Kathleen. 1991. Focus on the Language

Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: C UP.

2. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education. An introduction to theories and methods. (5th ed.) Boston: Pearson Education, Inc.

3. Brown, Dean. 2004. Doing Second Language Research. Oxford: OUP.

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4. Brown, Dean. 1988. Understanding Research in Second Language Learning: A Teacher's Guide to Statistics and Research Design. Cambridge: CUP.

5. Bryman, A. 2004. Research Methods for Social Sciences.. Second edition. Oxford: Oxford University Press.

6. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks: Sage Publications.

7. Drever, Eric. 1995. Using Semi-structured Interviews in Small-scale Research: A Teacher's Guide. Edinburgh: Scottish Council for Research in Education.

8. Fraenkel, Jack and Wallen, Norman. 1995. How to Design and Evaluate Research in Education (2nd edition). New York: McGraw Hill.

9. Hammersley, Martin and Atkinson, Paul. 1995. Ethnography: Principles in Practice (2nd edition). New York: Routledge.

10. Heritage, John. 1997. “Conversation Analysis and Institutional Talk: Analyzing Data.” In Silverman, David. Ed. Qualitative Research: Theory, Method and Practice.

11. Miles, M. & M. Huberman. (1994). Qualitative Data Analysis. CA: Sage. 12. Munn, Pamek and Drever, Eric. 1995. Using Questionnaires in Small-

Scale Research. Edinburgh: Scottish Council for Research in Education. 13. Nunan. David. 1992. Research Methods in Language Learning.

Cambridge: CUP. 14. Robson, C. (2002). Real world research (2nd ed.). Malden, MA: Blackwell

Publish 15. Scholfield, P. Qualitative and Quantitative Research. 16. Silverman, David. Ed. 1998. Qualitative Research: Theory, Method and

Practice. London: Sage. 17. Silverman, David. Ed. 2002. Interpreting Qualitative Data: Text, Context

and Talk. London: Sage.

Semester VI Major Literary Movements (20th century): Aims: Keeping the historical spirit of Classical and Romantic literatures in the centre, this course will focus on some of the major literary movements of the 20th Century. The spirit of the course should be taken as an extension of any of the previous courses suggested in the literary history; like the one in Year 01, Semester 1, but this time the historical topics are to be accessed a bit differently. Here the students are to explore the history of Modern literature from the perspective of overlapping major literary trends and tradition of the time. For example, at its core, the course will explore the changing forms of Realism as a literary requirement during the 20th century. It will get into exploring some of the divergent offshoots of Realism like Naturalism,

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Symbolism, Existentialism, Absurdism, Surrealism, and many others. By its extension, it will be very challenging for the teachers to pick on controversial issues that the extended forms of “Romanticism” during the Modern times and 20th century may also fall under the types of Realism! This suggested course becomes even more important because on the one hand it supplements historical survey while on the other it offers an exposure to forms of Modern drama, fiction, and poetry, the courses to be offered in the coming semesters. Thus having background knowledge to the literary trends of the time this way becomes a prerequisite and a context for introducing the writers and artists associated with the suggested movements below.

Contents: • Realism • Naturalism • Symbolism • Existentialism • Absurdism • Surrealism • Post Modernism (New Historicism, Feminist Literary Theory) • Formalism • Structuralism / Poststructuralism

Recommended Readings: 1. Ashcroft, Bill, et al. The Empire Writes Back: Theory and Practice in

Post-Colonial Literature. London: Routledge, 1989. (For Postcolonial Theory)

2. Belsey, Catherine. Critical Practice. London: Routledge, 1980. (For Marxist and Russian Formalist Theory)

3. Benvensite, Emile. Problems in General Linguistics. Miami: Miami UP, 1971. (For Linguistic, Structural, and Poststructuralist Theories)

4. Culler, Jonathan. The Pursuit of Signs: Semiotics, Literature, Deconstruction. London: Routledge, 1981. (For Reader-oriented Theory)

5. Docherty, Thomas. Ed. Postmodernism: A Reader. Hemal Hempstead: Harvester Wheatsheaf, 1992. (For Postmodern Theory)

6. Eagleton, Mary. Ed. Feminist Literary Criticism. London: Longman, 1991. (For Feminist Theory)

7. Eliot, T. S. Selected Essays. London: Faber, 1965. (For New Criticism, Moral Formalism, and F. R. Leavis)

8. Lodge, David. Ed. Twentieth Century Literary Criticism. London: Longman, 1972. (For Introduction)

9. Vincent B. Leitch (General Editor). The Norton Anthology of Theory and Criticism. New York & London: W. W. Norton and Company, 2001 (or later editions). (For all the various approaches, and topic and author wise selections)

10. Wright, Elizabeth. Pychoanalytic Criticism: Theory in Practice. London: 1984. (For Pycho-analytic Theory)

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MAJOR COURSES YEAR THREE

GROUP A: LITERATURE

Semester V Literary Criticism I Aims: Literary Criticism is an intensive course in literary criticism and theory. It will prepare the students of literature and language to understand the historical background to literary criticism, exploring its development in the light of some contemporary and later viewpoints. Overall, “Principles of Literary Criticism” will focus much on the poetic and dramatic forms in order to highlight some significant trends and concepts around “poetry” and “imagination” and “tradition” and “tragedy.” The course definitely proves to be a question-raiser when it comes to asking oneself: why and how to understand literature through criticism? The question may grow comparatively and specifically more relevant when the reader of our part of the world is permitted to ask: why to study “English” literature or literatures in “English?” Contents: Recommended Texts 1. Aristotle: The Poetics 2. Sidney: An Apology For Poetry 3. Dr. Johnson: Preface to Shakespeare 4. Wordsworth: Preface to lyrical Ballads 5. S.T. Coleridge: Samuel Taylor Coleridge: Biographia Literaria (Chapters

14, 17, 18) Recommended Readings: 1. Vincent B. Leitch (General Editor). The Norton Anthology of Theory and

Criticism. New York & London: W. W. Norton and Company, 2001 (or later editions)

2. K. M. Newton, ed. Twentieth Century literary Theory: A Reader. Second Edition. New York: St. Martin’s, 1998 (or later editions)

3. Raman Selden, & Peter Widdowson. A Reader’s Guide to Contemporary Literary Theory. 3rd Edition. Kentucky: Univ. of Kentucky, 1993 (or later editions)

4. Selected Terminology from any Contemporary Dictionary of Literary Terms.

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NOVEL: 18th to 19th century: Aims:

The Aim of introducing this course is to enable the readers to have a full view of 18th to 19th century Novel which is rich in diversity, creativity and popular appeal. Contents

• Henry Fielding: Joseph Andrews • Jane Austen: Pride and Prejudice • Charles Dickens: Great Expectations • George Eliot: Silas Mariner • Thomas Hardy: Tess of the D’Urbervilles or The Mayor of Casterbridge

Recommended Readings: 1. Allen, Walter. The Rise of the Novel. London: Penguin 2. Allen, Walter. The English Novel. London: Penguin 3. Bloom Harold. Ed. Modern Critical Views: Thomas Hardy, 1987 4. Bloom, Ed. Modern Critical Interpretations: Jane Austen, 1987 5. Bloom, Ed. Modern Critical Views: Charles Dickens, 1987. 6. Kettle, Arnold. An Introduction to the English Novel. Vols.1&2. 2nd ed.

Hutchinson, 1967 POETRY 14th to 18th Century

Aims: This course focuses on a genre-specific historical development. The connection between the human imagination and words is very deep, and the suggested selection offers some examples of the expression of personal feeling and ideas. These poems can be studied as a refined commentary on the aesthetic concerns related to poetry and its types. Overall, the course develops fineness of taste among its readers through a variety of linguistic web.

Contents:

Recommended Texts 1. Chaucer: Prologue to the Canterbury Tales 2. Spenser: The Faerie Queen (Book 1. Canto 1) 3. Milton: Paradise Lost Book 1. 4. John Donne: Love & Divine Poems (Max 4) 5. Alexander Pope: Rape of the Lock


1. Abrams, M. H, The Mirror and the Lamp. 2. Bowden, Muriel. A Commentary on the General Prologue to the

Canterbury Tales, New York: Macmillan, 1960

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3. Coghill, Nevil. The Poet Chaucer. Oxford,1948 4. Gardner, Helen, Ed. John Donne: Twentieth Century View Series 5. Spens, Janet. Spenser’s Faerie Queene: An Interpretation, London 1934 6. Tillotson, G. On the Poetry of Pope Group A: Semester VI Classics in Drama Aims: The course will present some classic plays which have influenced the development of English drama. It will present various forms for example tragedy and comedy and their variations. The course is basically designed for those students who want to learn how to comprehend, discuss, evaluate, and above all enjoy the spirit of classics in drama. The socio-cultural aspects of society reflected in the drama of the selected ages will also be highlighted. Students will be able to apply their knowledge of the elements of drama to their critical reading. Recommended Texts: 1. Sophocles: Antigone OR Oedipus Rex OR Aeschylus: Agamemnon 2. Christopher Marlowe: Dr Faustus or Jew of Malta 3. Shakespeare: Macbeth 4. Shakespeare: Twelfth Night 5. Sheridan: The Rivals 6. G.B Shaw: Arms and the Man or Pygmalion Recommended Readings: 1. Justina Gregory, A Companion to Greek Tragedy, Blackwell, 2005. 2. H. D. F. Kitto, Greek Tragedy, London and New York: Routledge, 2002. 3. Shawn O’ Bryhim, Greek and Roman Comedy: Translations and

Interpretations of Four Representative Plays, University of Texas Press, 2002.

4. Constance B. Kuriyama, Christopher Marlowe: A Renaissance Life Ithca: Cornell University Press, 2002

5. Patrick Cheney, The Cambridge Companion to Christopher Marlowe, Cambridge: C UP, 2004

6. Barber, C. L. Shakespeare’s Festive Comedy. Princeton: 1959 7. Bloom, Harold. Shakespeare: The Invention of the Human. London:

Fourth Estate, 1999 8. Bradley, A. C. Shakespearean Tragedy (22nd Ed.). London: 1929 9. Chambers, E. K. Shakespeare: A Survey. New York: Hill and Wang,

Macmillan, 1925 10. Danby, John F. Shakespeare’s Doctrine of Nature. London: 1949 11. Eagleton, Terry. William Shakespeare. New York: Blackwell, 1986 12. Elliot, G. R. Flaming Minister. Durham, NC, 1953

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13. Erikson, Peter. Rewriting Shakespeare, Rewriting Our-selves. Berkley: U of California P, 1991

SEMESTER VI Literary Criticism II Aims:

It is an intensive course divided into two parts. Part I is concerned with two prominent critics of English literature, while the second part deals with theories about criticism where the readers would be exposed to philosophical and critical thoughts on selected topics. This course in line with the topics taken up in literary movements would prepare the students for critical and analytical analysis of texts and help them in their research work. Contents: PART 1 Mathew Arnold: The Study of Poetry Chap I From Culture and Anarchy T. S. Eliot Tradition and Individual Talent Religion and Literature PART 2 Recommended Texts: • Note: These are just suggestions. It is not necessary for the teachers to

introduce all these essays but to use any 6-8 required Defenses of Criticism • Alexander Pope, An Essay on Criticism (Norton, 441-458) • Oscar Wilde, The Critic as an Artist (Norton, 900-913) Aesthetics • Plotinus, On the Intellectual Beauty (Norton, 174-185) • Gotthold Ephraim Lessing, from Laocoon (Norton, 554-571) Representation and Realism • Hayden White, The Historical Text as Literary Artifact (Norton, 1712-1729) Authorship • Horace, Ars Poetica (Norton, 124-135)

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Enlightenment Theory and Criticism • Aphra Behn, Epistle to the Reader (Norton, 391-394) • David Hume, Of the Standard of Taste (Norton, 486-499) • Immanuel Kant, Critique of Judgment (Norton, 504-535) • Edmund Burke, A Philosophical Inquiry into the Origin of Our Ideas of the

Sublime and Beautiful (Norton, 536-550) The Canon/ Tradition • Edward Young, from Conjectures on Original Composition (Norton, 427-

438) • Ngugi Wa Thiongo, On Abolition of the English Department (Norton, 2092-

2097) Language and Rhetoric

• Augustine of Hippo, On Christian Doctrine (Norton, 188-192) • Ferdinand De Saussure, Course in General Linguistics (Norton, 960-

974) Reader Response

• Ronald Barthes, From Mythologies (Norton, 1461-1470) Romantic Theory and Criticism

• Georg Wilhelm Friedrich Hegel, Lectures on Fine Arts (Norton, 636-645)

Enlightenment Theory and Criticism

• Friedrich Von Schiller, On the Aesthetic Education of Man (Norton, 573-581)

• Mary Wollstonecraft, A Vindication of the Rights of Woman (Norton, 586-594)

The Canon/ Tradition

• Percy Bysshe Shelley, Four Stages of Poetry (Norton, 699-717) • Mathew Arnold, The Function of Criticism at the Present Time (Norton,

806-825) • T. S. Eliot, Tradition and Individual Talent (Norton, 1092-1098) • Terry Eagleton, Introduction to Literary Theory: An Introduction

The Institutionalization of Literary Studies

• John Crowe Ransom, Criticism (Norton, 1108-1118) Representation and Realism

• Friedrich Nietzsche, from The Birth of Tragedy (Norton, 884-895)

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Authorship • William K. Wimsatt Jr. and Monroe C. Beardsley, The Intentional

Fallacy and The Affective Fallacy (Norton, 1374-1403) Aesthetics

• Barbara Herrnstein Smith, Contingencies of Value (Norton, 1913-1937) Subjectivity/ Identity

• Sigmund Freud, The Interpretation of Dreams (Norton, 919-956) The Modern

• Charles Baudelaire, The Painter of Modern Life (Norton, 792-802) Recommended Reading: 1. Vincent B. Leitch (General Editor). The Norton Anthology of Theory and

Criticism. New York & London: W. W. Norton and Company, 2001 (or later editions)

2. K. M. Newton, ed. Twentieth Century Literary Theory: A Reader. Second Edition. New York: St. Martin’s, 1998 (or later editions)

3. Raman Selden & Peter Widdowson. A Reader’s Guide to Contemporary Literary Theory. 3rd Edition. Kentucky: Univ. of Kentucky, 1993 (or later editions)

4. Selected Terminology from any Contemporary Dictionary of Literary Terms.

SEMESTER VI Pakistani Literature in English Aims: English language is now a major world language from a vast array of countries. South Asia has a strong tradition of writing in English and owing to its geographical location. It is appropriate to study and respond to this literary heritage. After studying the course the students will be introduced to literature from the region. They will be able to appreciate the Pakistani literary experience and the impact of cultural exchange towards its enrichment. Contents: Recommended Texts: 1. Ahmed Ali: Twilight in Dehli (novel) 2. Bapsi Sidhwa: Breaking it Up (essay) 3. Aamir Hussain: Sweet Rice (poem) 4. Tahira Naqvi: Attar of Roses (poem)

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5. Faiz Ahmad Faiz : Poems Translated by Ikram Azam (Any three) 6. Bulleh Shah: A Selection. Translated by Taufiq Rafat (Any three) 7. Daud Kamal : An Ode to Death 8. Alamgir Hashmi: In Cordoba 9. Tariq Rehman: Short Stories (Any two) 10. Ahmad Nadeem Qasmi: Selected Short Stories Translated by Sajjad

Shaikh (Any two)

Recommended Readings: 1. Afzal-Khan, Fawzia. Cultural Imperialism and the Indo-English: Genre and

ideology in R. K. Narayan, Anita Desai, Kamla Das and Markandaya. Pennsylvania State University Press,1993

2. Bose, Sujata & Jalal Ayesha, Modern South Asia: History, Culture, Political, Economy. Oxford U P (2nd Ed) ,2004

3. Hashmi, Alamgir. Kamal Daud’s Entry in Encyclopaedia of Post-Colonial Literatures in English. Vol 1. Ed Benson E.& Connolly, L W. London: Routledge, 1994

4. Jameson,Fredric. Third-World Literature in the Era of Multinational Capital in Social text15, Fall 1986

5. Khawaja Waqas A, Morning in the Wilderness: Reading in Pakistani Literature. Sang-e-Meel Publications, Lahore

6. Rahman, Tariq A, History of Pakistani Literature in English. Vanguard Press (Pvt) Ltd, Lahore 1991

7. Said Edward W, Culture and Imperialism, Vintage London 1993

Group B: LINGUISTICS Semester V Psycholinguistics: Aims & Objectives: The aim of the course is to develop in the students an awareness and understanding of different variables that interact with and upon the teaching and learning of language. This will enable the students to develop the theoretical background of learning and teaching. Contents:

• The Psychology of Learning a. Theories of language learning (Behaviourism, Cognitivism, Interactionism) b. Memory c. Interlanguage d. Error Analysis

• Individual Learner Factors a. Age

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b. Affective and personality factors c. Cognitive styles d. Motivation e. Learner Starategies

Recommended Readings: 1. Aitchison, J. 1998. The Articulate Mammal: An Introduction to

Psycholinguistics. 2. Cook, Vivian. 2001. Second Language Learning and Language

Teaching. 3. Cook, Vivian. 1993. Linguistics and Second Language Acquisition.

London: Arnold. 4. Scovel, T. 1998. Psycholinguistics: Oxford Introduction to Language

Study Series. Oxford: O UP. 5. Garman, Michael. 1990. Psycholinguistics. Cambridge: Cambridge UP. 6. Krashen, Stephen and Terrel, Tracy. 1983. The Natural Approach:

Language Acquisition in the Classroom. Oxford: Pergamon. 7. McLaughlin, Barry. 1987. Theories of Second-language Learning.

London: Arnold. 8. Osherson, D. & Lasnik, H. Eds. 1990. Language: An Invitation to

Cognitive Science. Vol: 01. 1st Ed. Cambridge, MA: MIT Press. 9. Richards, Jack. 1993. Error Analysis: Perspectives on Second Language

Acquisition. London: Longman. 10. Steinberg, D. D. and Sciarini, N. V. 2006. An Introduction to

Psycholinguistics. Semester V Sociolinguistics: Aims & Objectives: At the end of this course students will be able to demonstrate awareness of social phenomena and factors that are relevant to language use with special reference to Pakistan. Contents:

• Functions of Language in Society • Domains of Language Use • Variation and Variety in Language

Speech Community Dialects, Accents, Registers, Pidgin and Creoles National Language, Standard Language

• Language, Culture and Thought • Multilingualism and Bilingualism

Dimensions of bilingualism Bilingualism and Diglossia

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Causes of bilingualism Effects of bilingualism

a. Language conflicts b. Language attitudes c. Language maintenance d. Language shift e. Language death

Recommended Readings: 1. Auer, Peter (Ed). 1998. Code-switching in Conversation: Language

Interaction and Identity. London: Routledge. 2. Hudson, R.A. 1996. Sociolinguistics. Cambridge: Cambridge University

Press. 3. Suzanne Romaine. 1995. Bilingualism (2nd Ed). Oxford: Basil Blackwell. 4. Trudgill, P. 2002. Introduction to Language and Society. 5. Wardhaugh, R. 2006. An Introduction to Sociolinguistics. Oxford: Basil

Blackwell. Semester VI

Semantics Aims:

In the first section – semantics – students will learn the basic concepts of modern linguistic semantics, both at the lexical and syntactic levels, to enhance their general competence in English that will also help them in teaching vocabulary and sentence grammar.

Contents: • Early theories of meaning (Ogden and Richards; Ferdinand de Saussure) • Sense Relations

a. Semantic fields b. Componential analysis c. Hyponymy d. Synonymy e. Antonymy f. Homonymy g. Polysemy

• Syntactic Semantics

Contradiction, Ambiguity, Semantic anomaly, Entailment, Presupposition

Recommended Readings: 1. Allan, Keith. 1986. Linguistic Meaning. London: Routledge. 2. Cruse, D. Alan. 1986. Lexical semantics. Cambridge: Cambridge University

Press.

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3. Eimas, P. & Miller, J. (eds.). 1995. Speech, Language and Communication. Orlando: Academic Press.

4. F. R. Palmer. 1976. Semantics. Cambridge: Cambridge University Press. 5. Frawley, William. 2002. Linguistic Semantics. Cambridge: Cambridge

University Press. 6. Fuchs, Catherine and Victorri, Bernard. 1994. Continuity in Linguistic

Semantics. Amsterdam ; Philadelphia : J. Benjamins. 7. Leech, Geoffrey N. 1969. Towards a Semantic Description of English. London:

Longman. 8. Lyons, John. 1977. Semantics, 2 vols. Cambridge: Cambridge University

Press. 9. Lyons, John. 1996. Linguistic Semantics: An Introduction. Cambridge:

University of Cambridge 10. Ogden, Charles and Ivor A. Richards. 1923 (1949). The meaning of meaning.

London: Kegan Paul. Group B: Semester VI DISCOURSE ANALYSIS Aims: This course aims to explain the theory of discourse analysis and to demonstrate its practical relevance to language learning and teaching. Contents: 1. What is discourse?

• Discourse and the sentence • Grammar within and beyond the sentence • Language in and out of context

2. Formal Links • Formal and contextual links • Verb forms • Parallelism • Referring expressions • Repetition and lexical chains • Substitution • Ellipsis • Conjunction

3. Functional Analysis • Macro-functions • Micro-functions • Functional analysis and coherence

4. Conversational principles • Cooperation and politeness

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• Speech act theory and coherence • Declaration and performatives • Underlying force • Pragmatics, discourse analysis and language teaching

5. Views of Discourse Structure • Discourse as product • Discourse as process

6. Discourse as Dialogue • Discourse in communicative development • Discourse typology: reciprocity • Reciprocity, dialogue, and word order • Information structure in discourse


1. Cook, G. 1989 Discourse. Oxford: OUP 2. Brown, G. and G. Yule. 1983. Discourse Analysis. Cambridge: CUP 3. Coulthard, m. 1985. Second Edition. An Introduction to Discourse

Analysis. London: Longman 4. Edmondson, Willis. 1981. Spoken Discourse: A Model for Analysis.

London: Longman. 5. Grice, H P. 1975. Logic and Conversation. In P. Cole and J. L.Morgan.

(eds) 1975. Syntax and Semantics 3: Speech Acts. London: Academic Press.

6. Leech, Geoffrey and Thomas, Jenny. 1988. Pragmatics: The State of the Art. Lancaster Papers in Linguistics. University of Lancaster.

7. Leech, Geoffrey. 1980. Grammar and Rhetoric within a Functional View of Language. In Explorations in Semantics and Pragmatics. Amsterdam: John Benjamins.

8. Leech, Geoffrey. 1983. Principles of Pragmatics. London:Longman. 9. Levinson, Stephen. 1983. Pragmatics. Cambridge: CUP. 10. Levinson, Stephen. 1981. The Essential Inadequacy of Speech Act

Models of Dialogue. In H. Parret et al (editors) 1981. Possibilities and Limitations of Pragmatics.

11. McCarthy, Michael.1991. Discourse Analysis for Language Teachers. Cambridge: CUP.

12. Richards, Jack and Schimidt, Richard. 1983. Language and Communication. London: Longman.

13. Schiffrin, Deborah. 2001. Approaches to Discourse. Oxford: Blackwell. 14. Stubbs, Michael. 1983. Discourse Analysis: The Sociolinguistic Analysis of

Natural Language. Oxford: Basil Blackwell. 15. Wardhaugh, Ronald. 1985. How Conversation Works. Oxford: Basil Blackwell. 16. Second semester

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MAJOR COURSES YEAR FOUR

Group A: Literature Semester VII ROMANTIC POETRY Aims & Objectives:

The scope of this course does not admit the first Romantic Movement of the giants like Spenser, Sidney and Shakespeare etc. This is also worth mentioning that the romantic literature in fact, starts from the graveyard school of the 18th century primarily known for its classic taste. Poets like Goldsmith and Gray are justifiably known as precursors of romanticism. However, the scope of this course does not admit them as part of its reading as well. The period of romantic aesthetics covered under this course starts from 1789 with the advent of Blake’s work. This is the romantic revival period in which Blake, Wordsworth, Coleridge, Shelley, Byron, Keats, Lamb etc establish its immense poetic and prosaic richness. The course is designed keeping in view the different tastes of the romantic revival period that save ours best with the poems selected for it. However the final selection will be up to the University or the teachers concerned.

Recommended Texts: 1. William Blake: Selections from Songs of Innocence and Songs of

Experience 2. William Wordsworth: “The Thorn”; “Old Cumberland Beggar”; “Lines

Written in Early Spring”; “Lines”; “Lucy Poems”; “Lucy Gray”; “Ruth” and other small poem

3. S.T. Coleridge Kubla Khan, Dejection: An Ode 4. John Keats: “Ode to Nightingale”; “Ode on a Grecian Urn”; “Charles

Lamb: “Dream Children”; “Poor Relations”; “Old China” 5. Shelley: “Ode to the West Wind”; “Hymn to Intellectual Beauty”; Recommended Readings: 1. Edward Dowden, The French Revolution and English Literature. 1987. 2. J.G. Robertson, Studies in the Genesis of Romantic Theory in the

Eighteen Century. 1923 3. F. R. Leavis, Revaluation: Tradition and Development in English Poetry.

1936 4. Cleanth Brooks, The Well-Wrought Urn: Studies in the Structure of

Poetry. 1947 5. M. H. Abrams, The Mirror and the Lamp: Romantic Theory and Critical

Tradition. 1954 6. M. H. Abrams, ed., English Romantic Poets Modern Essays in Criticism.

1960

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7. David V. Erdman, ed, The Poetry and Prose of William Blake. 1966. 8. S. F. Damon, William Blake: His Philosophy and Symbolism. 1924 9. J. V. Baker, The Sacred River: Coleridge’s Theory of Imagination. 1957 10. J. B. Beer, Coleridge the Visionary. 1959 11. W. J. Bate, ed., Keats: A Collection of Critical Essays. 1964 12. George Barnett, Charles Lamb: The Evolution of Elia. 1964 13. G. M. Ridenour, Shelley, A Collection of Critical Essays. 1965 14. Bennett Weaver, Wordsworth: Poet of the Unconquerable Mind. 1965.

(A psychological approach)

Semester VII

American Literature I: Novel and Poetry

Aims & Objectives: A. POETRY This part of the course focuses on connecting the diverse Western movements such as Realism, Naturalism, Romanticism, Transcendentalism Modernism, etc as they influence multiple trends in American literary heritage and nationalism. The course will highlight these emerging trends as they culminate into the opening of democratic vistas along with repercussions of industrial and scientific expansion. Race-gender-class equations reinterpret the central meaning of America and of the changing social and economic values. Basically there may be several ways to access AL, but whether we follow simple chronology or connect through themes and genres, the final objective of this course is to look for the sense of democratic diversity amid the constitutional unity of the US. This part of the course surveys the origins of American literary movements with reference to the representative writers chosen. It sets some direction to the study of specific trends in the American Novel. AL–I stresses the diversity and uniqueness of the American character and experience, and the foundational voices of self-acclaimed Puritan holiness along with the revolutionary expansions of the so- called patriots. It also highlights various phases of the American Renaissance, Romantic awareness and Transcendentalism, the Civil War and scientific progress, dreams of American success, and several voices of social protest. Recommended Texts (Three poems from any three poets)

• Emerson: Selections • Walt Whitman, selections from Leaves of Grass • Emily Dickinson Selections • Robert Frost, Selections • Sylvia Plath Selection

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Recommended Readings: 1. Bloom, H. Figures of Capable Imagination, 1976 2. Waggoner, H. H. American Poetry From the Puritans to the Present,

1968, Rev.1984 B. Novel

Recommended Texts (Any THREE) • Nathaniel Hawthorne, The Scarlet Letter • Mark Twain, Huckleberry Fin • Fitzgerald: The Great Gatsby • Earnest Hemingway, A Farewell to Arms • William Faulkner: Absalom Absalom

NOTE: The teachers must feel free to pick on their choices (Max 3.)within their academic conditions and constraints. Recommended Readings: 1. Bloom, Harold. ed. Modern Critical Views: William Faulkner, 1987 2. Bradbury, M. Modern American Novel, 1983 3. Chase, R. The American Novel and its Traditions 1958 4. Colourise, J. Michel. New Essays on The Scarlet Letter, Cambridge

University press, 1983. 5. Gray, R. American Fiction: New Reading , 1983 6. Modern Critical views and Interpretations, ed. Harold Bloom, 1980s

WOMEN WRITERS

Aims & Objectives: This course aims to introduce the contributions that female writers have made over the years. Women’s writings are associated with extensive social and political change. Some of these changes were radical, even revolutionary in the re-definition of women’s roles in both private and public domains. This survey course will focus on representative voices of women in literature who express the challenges of changing sensibilities through female experience. Literary texts are drawn from different genre (poetry, drama and fiction) and the writers included come from different subject positions as defined by race, nation, and class.

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Contents: Recommended Texts:

• Emily Bronte, Selections from Poems • Charlotte Bronte, Jane Eyre • Jean Rhys, The Wide Sargasso Sea • Adrienne Rich, “Aunt Jennifer’s Tigers,” “After Twenty Years,” “Diving

into the Wreck” • Eavan Boland, “The Journey,” “What Language Did,” “Anna Liffey” • Christine Hong-Kingston, The Woman Warrior

Recommended Readings: 1. Adrienne Rich, Of Woman Born. London: Virago, 1977 2. Adrienne Rich, The Fact of a Door Frame: Poems Selected and New.

NY, London: Norton, 1984 3. Cora Kaplan, ‘Language and Gender’ in Sea Changes: Essays on

Culture and Feminism. London: Verso, 1986 4. Eavan Boland, Selected Poems. Manchester: Carcanet, 1989 5. Eavan Boland, Object Lessons. NY: W.W. Norton, 1996 6. Eavan Boland, Outside History, Selected Poems 1980-1990. NY,

London: W.W. Norton, 1991 7. Virginia Woolf, A Room of One’s Own. Penguin, 1979 8. Cathy N. Davidson and Linda Wagner Martin, The Oxford Companion to

Women’s Writing in the United States. N.Y. Oxford UP, 1995 9. Sandra Gilbert and Susan Gubar, The Madwoman in the Attic: The

Woman Writer and the Nineteenth Century Literary Imagination. Yale Note: 2000

10. Ruth Robbins, Literary Feminisms. St. Martin’s Press, 2000

Semester VIII AMERICAN LIT. II: DRAMA Aims: This course is specifically concerned with American drama to enhance readers’ overall understanding of American drama. It contains major dramatic voices in American literature that have played a great role in determining the distinctive American strengths in modern theatre. Contents: Recommended Texts:

• Eugene O’Neill: Mourning Becomes Electra or Long Days Journey into Night

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• Arthur Miller, All My Sons • Tennessee Williams, Glass Menagerie • Edward Albee, American Dream

Recommended Readings: 1. Bigsby, C.W.E. A Critical Introduction to Twentieth Century American

Drama: I, 1900-1940; II Williams, Miller, Albee; III Beyond Broadway, 1982-85

2. Modern Critical Interpretation on each dramatist and work. edited by Harold Bloom, 1980s editions

20TH CENTURY LITERATURE Aims: The aim of this part of the course in literature is to give reader an opportunity to read representative works of 20 centuryth writers including poets, dramatists and novelists. It would enhance their understanding of the emerging trends in 20 centuryth literature and prepare them for full length study of individual genre.

a. POETRY

1) W.B. Yeats Dialogue of Self and Soul, Byzantium. 2) T.S.Eliot The Hollow Men, Ash Wednesday, Love Song of Alfred J. Prufroc 3) Auden Selections(Max Four)

b. DRAMA

1. Sean O’ Casey Juna nad the Paycock 2. Soprano Exit the King 3. T.S.Eliot Murder in the Cathedral

c. FICTION

1. Harper Lee To Kill A Mocking Bird2. George Orwell Animal Farm

Recommended Readings: 1. Beach, J.W. The Twentieth Century Novel. 1952. 2. Kettle, Arnold. Introduction to the English Novel II. London: Hutchinson,

1978. 3. Lumley, Fredrik. Trends in 20th Century Drama. Fairlawn: 1956,

revised 1960.

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4. Gassner, John. Form and Idea in Modern Theatre. New York: 1954. 5. Boulton, Marjorie. The Anatomy of Poetry. London: Routledge and

Kegan Paul, 1977. 6. Unterecker, J. W.B. Yeats: A Reader’s Guide (London, 1988) 7. Spears, Monroe K. The Poetry of W.H. Auden. (New Jersey, 1981)

MAJOR COURSES YEAR FOUR

Group B: Linguistics Semester VII TESOL1- English Language Skills

Aims: This introductory course on English Language Teaching (ELT) combines the principles of ELT with practice to enable students to see and perpetuate a model of classroom interaction and effective teaching. The aim is to enable students to understand the theory and practice of ELT with an opportunity to examine and understand the problems of ELT in Pakistan. Objectives: Students who successfully complete the course unit and assignment will be able to:

• to provide a concise survey, both historical and contemporary, of differing approaches, methods and techniques in second language teaching, with a particular focus on the skills of listening, speaking, reading and writing

• to assist participants in developing appropriate frameworks for the integrated teaching of the four skills in particular educational contexts

• Understand current research into the processes of listening, speaking, reading and writing in English

• Develop appropriate frameworks for teaching four skills in English • Evaluate and adapt materials for teaching the four skills • Develop appropriate assessment strategies for testing the four skills

Contents: 1. Methods of Language Teaching

Approach, Method and Technique Selected ELT Methods: Grammar-Translation, Direct, Audio-

lingual Communicative Language Teaching ELT models for Pakistan

2. Theory and Practice of Teaching Oral Skills Nature of Oral Communication Theory and techniques of teaching listening and speaking

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Lesson Planning for Teaching Oral Skills 3. Theory and Practice of Teaching Reading Skills

Nature of Reading Theories of Reading – Interactive and Schema Designing activities for reading skills Lesson Planning for teaching reading

4. Theory and Practice of Teaching Writing Skills Nature of Writing Theories of Writing – Product and Process Lesson Planning for teaching writing Techniques for giving feedback and correcting written work

Recommended Readings: 1. Alderson, J. C & A. H. Urquhart. Eds. 1984. Reading in a Foreign

Language. London: Longman. 2. Brookes, A. & Grundy, P. 1990. Writing for Study Purposes. Cambridge:

C UP. 3. Brown, G. & G. Yule. 1983. Teaching the Spoken Language. Cambridge:

C UP. 4. Bygate, M. 2004. Speaking (2 Ed.).nd Oxford; O UP. 5. Byrne, D. 1986. Teaching Oral English. London: Longman. 6. Byrne, D. 1988. Teaching Writing Skills. London: Longman. 7. Carter, R. & R. McCarthy. 1997. Exploring Spoken English. Cambridge:

C UP. 8. Collie, J and Slater, S. 1987. Literature in the Language Classroom: A

Resource Book of Ideas and Activities. Cambridge: C UP. 9. Davies, F. 1995. Introducing Reading. Harmonsworth: Penguin. 10. Doughtyerty, Stahlka and McKenna, M. C. Eds. 2006. Reading

Research at Work: Foundations of Effective Practice. 11. Grabe, W and Kaplan, R. 1996. Theory and Practice of Writing. London:

Longman. 12. Grellet, Francoise. 1982. Developing Reading Skills. Cambridge: C UP. 13. Harmer, Jeremy. 2003. Practice of English Language Teaching. London:

Longman. 14. Harmer, J. 1998. How to Teach English. London: Longman. 15. Hedge, T. 2000 (2004). Teaching and Learning in the Language

Classroom. Oxford. 16. Hedge, T. 2005. Writing (2nd Ed). Oxford. 17. Holliday, A. 1994. Appropriate Methodology and Social Context.

Cambridge: CUP 18. Hughes, R. 2002. Teaching and Researching: Speaking Applied

Linguistics in Action. Harlow: Longman 19. Nuttall, C. 1996. Teaching Reading Skills in a Foreign Language (2 nd

Edition). London: Heinemann. 20. Richards, J. & T. Rodgers. 2001. Approaches and Methods in Language

Teaching (2 nd ed). Cambridge: C UP

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21. Tribble C. 1997. Writing. Oxford: O UP 22. Ur, P. 1984. Teaching Listening Comprehension. Cambridge: C UP 23. Urquhart, A & C. Weir. 1998. Reading in a Second Language: Process,

Product, and Practice. Harlow: Addison Wesley & Longman. 24. Wallace C. 1992. Reading, Oxford: O UP. 25. White, R & Arndt, V. 1991. Process Writing. London: Longman. Semester VII

Pedagogical Grammar

Aims: The aim is to introduce the students to some basic concepts of English grammar to enable them to understand, analyse and enhance their own grammatical competence. It will also help them transmit these concepts in their own teaching. The major emphasis of the course, therefore, will be on how to teach grammar. Contents:

• Clause Elements (Subject, Verb, Object, Adverbial, Complement) • Sub-ordination and Coordination • Some Basic Concepts of English Grammar

Modality Tense and Aspect System of English Voice Hypothetical Meaning

• Teaching Grammar in Context Recommended Readings: 1. Harmer, Jeremy. 1993. Teaching and Learning Grammar. London:

Longman. 2. Huddleston, Rodney and Pullum, Geoffrey. 2005. A Students’

Introduction to English Grammar. Cambridge: Cambridge University Press.

3. Huddleston, Rodney. 2002. The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.

4. Leech, Geoffrey. 1988. Meaning and the English Verb. London: Longman.

5. Leech, Geoffrey and Svartvik, Jan. 2003. A Communicative Grammar of English (3rd Ed.). London: Longman.

6. McKay, Sandra. 1990. Teaching Grammar: Form, Function and Technique. New York: Prentice Hall.

7. Odlin, Terence. 1994. Perspectives on Pedagogical Grammar. Cambridge: Cambridge University Press.

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Semester VII

Lexical Studies:

Aims: To make the students aware of concepts, processes of word formation and use of sense relations.

Contents: • Lexeme and Lexical Units • Processes in Word Building • Morphology and Vocabulary • Sense Relations: Semantics and Vocabulary • Semantic Fields • Vocabulary in Discourse: Formal Links • Lexicography

Recommended Readings: 1. MaCarthy, 2002. English vocabulary in use. Cambridge: Cambridge

University Press. 2. Palmer, F. 1992. Semantics. Cambridge: Cambridge University Press. 3. Thomas, J. Meaning in Interaction. Longman. 4. Schmitt, N. 2000. Vocabulary in Language Teaching. Cambridge:

Cambridge University Press. 5. Jackson, H. 1989. Words and their Meanings. London: Longman. 6. Jackson, H. 2002. Lexicography: an Introduction. London: Routledge. 7. Stubbs, M. 2001. Words and Phrases: Corpus Studies of Lexical

Semantics. Oxford: Blackwell.

Semester VIII TESOL II: Syllabus and Materials Evaluation and Design

Aims: • To introduce the students to principles and process of evaluating and

designing a language syllabus and materials for language teaching.

Contents: • Principles and Process of Syllabus Design • Kinds of ELT syllabus • Conducting Needs Analysis • Evaluating and Designing a Syllabus • Evaluating, Adapting and Designing Print and Web-based Materials for

Language Learning including Prescribed Textbooks in Pakistani Schools

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• Evaluating, Adapting and Designing Self-study Materials for Language Learning

• Designing No-cost, Low-Cost Materials for Language Teaching Recommended Readings: 1. Alderson, J. C. and North, B. Eds. 1991. Language Testing in the 1990s.

Macmillan. 2. Brown, H. Douglas. 2001. Teaching by Principles, 2nd Edition. New

York: Addison. 3. Cohen, A. 1994. Assessing Language Ability in the Classroom (2nd ed.).

Rowley, Mass.: Newbury House/ Heinle and Heinle. 4. Cunningsworth, Alan. 1984. Evaluating and Selecting EFL Materials.

Oxford. 5. Cunningsworth, Alan. 1995. Choosing Your Coursebook. Oxford:

Heinemann. 6. Decapua, Andrea and Wintergerst, Ann. 2004. Crossing Cultures in the

Language Classroom. U of Michigan Press. 7. Ellis, R. 2005. Task Based Language Learning. Oxford: Oxford

University Press. 8. Grant, N. 1987. Making the Most of Your Textbook. Harlow: Longman. 9. Graves, K. (ed). 1996. Teachers as Course Developers. Cambridge:

CUP. 10. Hall, David and Ann Hewings. 2001. Innovation in English Language

Teaching. London: Routledge 11. Markee, N. 1997. Managing Curriculum Innovation. Cambridge:

Cambridge UP. 12. Nunan, D. 1988. Syllabus Design. Oxford: Oxford University Press. 13. Nunan, D. 1989. Designing Tasks for the Communicative Classroom.

Cambridge: C UP. 14. Prabhu, N.S. 1987. Second Language Pedagogy. Oxford: O UP. 15. Tomlinson, B. Ed. 1998. Materials Development in Language Teaching.

Cambridge. 16. Tomlinson, B. Ed. 2003. Developing Materials for Language Teaching.

Continuum. 17. Tomlinson, B. (ed.). 1998. Materials Development in Language

Teaching. Cambridge. 18. White, R.V. 1988. The ELT Curriculum: Design, Innovation,

Management. Blackwell. 19. Wintergerst, Ann. 1994. Second-Language Classroom Interaction.

Toronto: U of Toronto 20. Yalden, J. 1987. Principles of Course Design for Language Teaching.

Cambridge.

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Semester VIII TESOL III: Language Assessment

Aims: The course will provide students with an overview of the goals, concepts, principles and concerns of language assessment and its research. The course will also offer practice in designing and constructing useful language assessments. Contents:

• The Contexts in which Language Assessment takes place; • Concepts, Principles and Limitations of Measurement; • The Educational and Research uses of Language Assessment; • The Nature of the Language Abilities that Affect Performance on

Language Assessment Instruments; • The Characteristics of Assessment Methods that Affect Performance

on Language Assessment Instruments; • Procedures for Investigating the Reliability of Assessment Results and

the Validity of the uses of Assessment Results; • Current Issues and Problems in Language Assessment and Language

Assessment Research. • Evaluating and Designing Tests for Assessing Different Language

Skills and Grammar. Recommended Readings: 1. Brown, J.D. 1996. Testing in language programs. New York: Prentice-Hall

Regents. 2. Hughes, A. 2003. Testing for language teachers. (2nd ed). Cambridge:

Cambridge UP. 3. Weir, C. J. 1993. Understanding and developing language tests. NY:

Prentice Hall. 4. Weir, C. J. 1990. Communicative Language Testing. Hemel Hempstead:

Prentice Hall.

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ELECTIVE COURSES YEAR FOUR

Semester VII Afro- American Literature

Aims:

Some of the most powerful voices in American literature belong to African American background. The aim of the course is to familiarise the students with some of these voices across the specific genre and to demonstrate their powerful impact on American culture and heritage. Importantly these writers also reflect and highlight the socio-psychological concerns of the suppressed class at the macro level. 1. Loraine Hansbury: Raisin in the Sun (Drama) 2. Zora Neil Hurston: Their Eyes were Watching God (Novel) 3. Ralph Ellison Invisible Man (Novel) 4. Tony Morrison Jazz (Novel) 5. Langston Hughes Selections (Poems) 6. Adrienne Kennedy, Funny House of a Negro or any other play (Drama) Recommended Readings: 1. Heath Anthology of American Literature Vol. II 2. Norton Anthology of American Literature Vol. II CONTINENTAL DRAMA Aims: The readers of this course will definitely get interested in finding what are the dominant dramaturgical traditions in the history of Western drama and performance and how did modernist experiments with the constituent elements of plot, characterization, language, setting, movement, or theme challenge these traditions.

Contents

Suggested Texts (Any Five) • Henrik Ibsen. Doll’s House • August Strindberg, Ghost Sonata • Luigi Pirandello: Six Characters in Search of an Author • John Osborne: Look Back in Anger • Harold Pinter: The Caretakers • Samuel Beckett Waiting for Godot • Garcia Lorca: Blood Wedding

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Recommended Readings: 1. Modern critical views and interpretation, eds.Harold Bloom, 1980s 2. Bishop, Thomas. Pirandello and the French Theatre. New York: 1961 3. Campbell, George A. Strindberg. New York: 1933 4. Clark, Barrett H. Ed. European Theories of the Drama. New York:

Crown, 1947 5. Gassner, John. Form and Idea in Modern Theatre. New York: 1954 6. Gray, Ronald. Bertolt Brecht. New York: 1961 7. Kitchin, L. Mid-Century Drama. London: 1960 (For Osborne) 8. Kritzer, Amelia Howe. The Plays of Caryl Churchill: Theatre of

Empowerment. London: Macmillan, 1991. 9. Lane, Richard. Ed. Beckett and Philosophy, Palgrave Macmillan, 2002. 10. Lumley, Fredrik. Trends in 20th Century Drama. Fairlawn: 1956; revised,

1960 11. Northam, John. Ibsen’s Dramatic Method. London: 1953 12. Pronko, Lenard Cabell. The World of Jean Anouilh. Berkeley: 1951 13. Scott, M. Ed. The Birthday Party, The Caretaker, The Homecoming: A

Casebook. London: Macmillan, 1986. FRENCH

• Artaud, Antonin. The Theatre and Its Double. Trans: Mary Caroline Richards. New York: 1958

GERMAN • Garten, H. F. Modern German Drama. Fairlawn: 1959

ENGLISH • Chothia, Jean. English Drama of the Early Modern Period: 1890-1940.

New York: Longman, 1996.

Computer-Assisted Language Learning (CALL)

Aims:

The Course will enable the students to: • Understand different concepts about learning language through

computers • Role of computers in Learning English (L2) • Understand the use of software in learning a Language • Be aware of how internet resources are useful in developing their

language abilities • Be literate in computational linguistics

Contents:

1. Definition

2. Technologies Used in CALL Instruction

2.1 Software

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2.2 Internet-based

3. History

4. CALL and Computational Linguistics

5. Theoretical basis for CALL instruction design

6. Role of teachers and students

6.1 Teachers 6.2 Students

7. Use of CALL for the four skills

Listening Speaking Reading Writing

8. Advantages of CALL

8.1 Motivation 8.2 Adapting learning to the student 8.3 Authenticity 8.4 Critical Thinking Skills

9. Problems and Criticisms of CALL Instruction

10. Any thing else as suggested by the members

Recommended Readings: 1. Ahmed, Computers Language Learning and Language Teaching CUP. 2. Delcloque P. (2000) History of CALL:

http://www.ict4lt.org/en/History_of_CALL.pdf 3. de Szendeffy J. (2005) A practical guide to using computers in language

teaching, Ann Arbor: University of Michigan Press. 3. Egbert, J. & Petrie G. (eds) (2006). CALL Research Perspectives.

Mahwah NJ: Lawrence Erlbaum. 4. Egbert J. & Hanson-Smith E. (eds.) (1999) CALL environments:

research, practice and critical issues, Alexandria, VA: TESOL. 5. Felix U. (2001) Beyond Babel: language learning online, Melbourne:

Language Australia. 6. Fitzpatrick A. & Davies G. (eds.) (2003) "The Impact of Information and

Communications Technologies on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages". This is a comprehensive report commissioned by the EC Directorate General of Education and Culture.

7. Fotos S. & Browne C. (eds.) (2004) New perspectives on CALL for second language classrooms, Mahwah, NJ: Lawrence Erlbaum.

8. Levy, M. & Stockwell, G. (2006). CALL Dimensions: Options and Issues in Computer-Assisted Language Learning. Mahwah NJ: Lawrence Erlbaum.

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9. Levy M. (1997) CALL: context and conceptualisation, Oxford: Oxford University Press.

10. Son J.-B. (ed.) (2004) Computer Assisted Language Learning: concepts, contexts and practices, Lincoln, NE: iUniverse.

11. Warschauer M. (1996) Computer-assisted language learning: an introduction. In Fotos S. (ed.) Multimedia language teaching, Tokyo: Logos International.

12. Warschauer M. & Healey D. (1998) Computers and language learning: an overview. Language Teaching 31:57-71.

APPLIED TRANSLATION STUDIES Aims: This course is aimed at familiarizing the students with the fundamental concepts of translation procedure. The students will be provided the detailed information about different techniques and methods of translation which they will practically employ in translating different texts. Contents:

• History of Translation • Theories of Translation • Interface of Translation activities with other subjects • Methods of Translation • Principles of translation • Comparison of Speech Acts in English and Urdu • Difference between semantic and communicative Translation • Metaphors in Translation • Translation Procedure and Techniques


1. Baker, Mona. 1992. In Other Words: A Coursebook on Translation. London: Routledge.

2. Bar-Hillel, Y. 1964 Language and Information. Addeson-Wesley. Reading, Mass Austin, J. L. 1962. How to do things with word. CUP: London

3. Bell, Roger T. 1994. Translation and Translating. London: Longman. 4. Catfor, J. C. 1965 A Linguistics Theory of Translation. Hong Kong: OUP 5. Catford, John C. 1965. A Linguistic Theory of Translation: an Essay on

Applied Linguistics. London: Oxford University Press. 6. de Beaugrande, Robert-Alain and Dressler, Wolfgang. 1983. Introduction

to Text Linguistics. London: Longman. 7. Duff, Alan. 1991 (2004). Translation. Oxford: Oxford University Press. 8. Fawcett, Peter. 1997. Translation and Language: Linguistic Theories

Explained. Manchester: St Jerome Publishing.

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9. Guenthner, F and Guenthner-Reutter (eds). 1978. Meaning and Translation: Philosophical and Linguistic Approaches. London: Duckworth.

10. Kenny, Dorothy. 1998. 'Equivalence', in the Routledge Encyclopaedia of Translation Studies, edited by Mona Baker, London and New York: Routledge, 77-80.

11. Kress, Gunther. 1989. Linguistic Process in Sociocultural Practice (2nd Ed). Oxford: Oxford University Press.

12. Kussmaul, Paul. 1995. Training the Translator. John Benjamins Publishing Co.

13. New Mark, P. 1981 Approaches to Translation, Pergamon Institute of English

14. Newmark, Peter. 1995. A Textbook of Translation. Library of Congress Cataloging-in-Publication Data.

15. Nida, Eugene A. 1964. Towards a Science of Translatin. Leiden: E. J. Brill.

16. Nida, Eugene A. and C.R.Taber. 1982. The Theory and Practice of Translation. Leiden: E. J. Brill.

Semester VIII

Modern Poetry

Aims: This course aims to enable students to critically read and analyze poetry from the War and Post World War II era and Modern and Contemporary times. Students will examine the poetic response to developments in British and European history. They will also identify elements of poetic experimentation in form, style and theme. Recommended Primary Reading (Poems): 1. W.B. Yeats: Byzantium Poems, Among School Children, Selection From

Tower (In Memory of Major Robert Gregrory, A Prayer for My Daughter Nineteen Hundred and Nineteen, Meditation in Times of Civil War)

2. T.S.Eliot: The Wasteland/Four Quartets 3. W.H.Auden: The Unknown Citizen, Musee des Beaux Arts 4. Philip Larkin: Mr Bleeney, Church Going, Ambulance 5. Wilfred Owen: Selections(Max. Four) 6. Ted Hughes: Selections(Max. four) Recommended Readings: 1. Bloom, Harold, Ed., modern Critical Views: W.B.Yeats, 1987 2. _________, Ed., Modern Critical Interpretations: T.S.Eliot, 1987 3. _________, Ed., Modern Critical Interpretations: The Waste Land , 1987. 4. _________, Ed.,Modern Critical Views on Larkin, Auden, and Owen,

1980s. 5. Jaffres, Norman. W.B.Yeats: Man and Poet, 1949.

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Modern Novel Aims: This course introduces students to the Modern English Novel so that they can read it in its historical context of development. They will also be able to identify and respond to elements of literary experimentation in the field of prose writing and novel. Recommended Texts:

• Virginia Woolf: To the Light House • D.H Lawrence: Sons and Lovers • E. M. Foster: A Passage to India • William Golding: Lord of the Flies

Recommended Readings: 1. Beach, J. W. The Twentieth Century Novel. 1952 2. Bent, Andrew. Study Course on William Golding’s Lord of the Flies. 2000 3. Ellmann, Richard. James Joyce. 1959 4. Guerard, Albert J. Conrad: The Novelist 1958 5. Kettle, Arnold. Introduction to English Novel II . London: Hutchinson,

1978 6. Leavis, F. R. The Great Tradition. London: Chatto and Windus, 1962 7. Reynolds, M & Noakes, I. Iris Murdoch: The Essential Guide to

Contemporary Literature. O UP, 1999 Semester VIII: LITERACY STUDIES Aims: This course introduces basic concepts and theoretical models of literacy and highlights significant research carried out by literacy researches and social anthropologists across the globe. Contents:

• The history of Literacy & the future of Literacy • Literacy as Technology • Literacy and Linguistics:

The role of Linguistics Written and Spoken language as different Continua from spoken to written

• Traditional Theories and Models: Autonomous Model of Literacy Goody and ‘The Great Divide’

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Olson and the ‘cognitive effects’ Ong and the ‘ technology of the mind’

• New Literacy Studies: Alternative Research • Ideological Model of literacy:

Street’s Study in Iran: Maktab and commercial literacy Social, pragmatic, ecological views of literacy Scribner and Cole’ study of the Vai

• Heath’ s Study in North Carolina • Literacy Events & Literacy Practices • Social Literacies: The Social Patterning of literacies • Bilingual and Multilingual literacies: • Notions of ideology, power and identity in multiliteracy contexts

Recommended Readings: 1. Street, B.V. (1984) Literacy in Theory and practice. Cambridge: CUP 2. Street, B.V. (1995) Social Literacies London, New Yark: Longman. 3. Street, B.V. (1993) Cross-cultural Approaches to Literacy Cambridge:

CUP 4. Goody, J. (ed.) (1977) The Domestication of the savage Mind.

Cambridge: CUP 5. Ong, W.J. Orality and Literacy: The Technology of the Word. New York:

Methuen. 6. Levine, K. (1986) The Social context of literacy London: Rout/edge &

kegam penal. 7. Cope, B. and Kalntiz, M. (eds) (2000) Multiliteracies. London & New

York: Routledge. 8. Cook-Gumperz J. (eds.) (1986) The Social Constructions of literacy.

Cambridge: CUP 9. Zubair, S. ( 2001) Literacies, Gender and Power in Rural Pakistan. In

B.V. Street (ed.) Literacy and Development: Ethnographic Perspectives. London: Rutledge.

10. Zubair, S. ( 2003) Literacies across Generations: Women’s Secular and Religious Identities in Siraiki Villages. South Asia Research, 23.3 (125-144).

Practicum / Internship (English Language Teaching)

Aims: The aim is to enable students to practise what they have learned in TESL I in the first semester and reflect on their practice. In this course students will be guided to put their knowledge that they gained earlier into action. They will be guided to plan lessons and try their plans in classrooms using techniques of classroom dynamics.

Contents: • Context of teaching-learning of English in Pakistan

School level

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Higher Education • Lesson Planning

Making and using Lesson Plans for teaching Listening, Speaking, Reading and Writing Skills. Also for Grammar and Vocabulary.

• Classroom Observation The importance of classroom observation Observation of English Language Classrooms/Peer Observation

• Classroom Dynamics Roles of Teachers and Learners Classroom Interaction Teaching the Whole Class Pair-Work Group-Work

• Microteaching Students will teach their peers a topic of their choice from the

lessons that they have already planned with support from the tutor/peers.

• Reflective Teaching Maintaining a reflective journal, peer observation, etc. for

continuous professional development.

Recommended Readings: 1. Allwright, Dick. 1988. Observation in the Language Classroom. London:

Longman. 2. Crooke, G. 200). Practicum in TESOL. Cambridge: Cambridge

University Press. 3. Hadfield, Jill. 1992. 2000. Classroom Dynamics. Oxford: O UP. 4. Hedge, T. 2004. Teaching and Learning in the Language Classroom.

Oxford: OUP. 5. Hubbard, P. Jones, H. Thornton, B. and Wheeler, R. 1986. A Training

Course for TEFL. Oxford. 6. Malamah-Thomas, Ann. 1987. Classroom Interaction. Oxford. 7. Memon, R. & Badger, R. (2007) A Purposeful Change? Changing the teaching

of reading in a regional university in Pakistan System vol. 35: 551-565. 8. Richards, Jack C. and Lockhart, Charles. 1994. Reflective Teaching in

Second Language Classrooms. New York: Cambridge UP. 9. Sarwar, Z. (2001). Adapting individualization techniques for large classes. In.

D. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader (pp. 127-136). London: Rutledge.

10. Shamim, F. (1996). In or out of the action zone: Location as a feature of interaction in large ESL classes in Pakistan. In Bailey, K. M. & Numan, D. (Eds.), Voices from the language classroom (pp. 123-144). Cambridge: Cambridge University Press.

11. Shamim, F. and Tribble, C. (2005). Current provisions for teaching and learning of English in higher education institutions in Pakistan. Research report for the National Committee on English, Higher Education Commission, Islamabad, Pakistan.

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12. Shamim, F., Negash, N, Chuku, C., & Demewoz, N. (2007). Maximizing learning in large classes. Addis Ababa, Ethiopia: The British Council.

13. Shamim, F. (In press). English Language Education In Pakistan. Asia Pacific Journal of Education (Special issues on South-Asia).

14. Wallace, M. Reflective Teaching. 15. Wright, Tony. 1987. Roles of Teachers and Learners. Oxford.

SEMESTER VIII: FEMINIST LINGUISTICS This course will explore both discrete linguistic items such as names, titles, job titles, pronouns, marked/unmarked forms and diminutives and the larger discoursal patterns associated with women’s social roles and identities e.g. ways of talking about men and women in various languages, connotations of language in context and underlying ideological assumptions within texts. Aims:

• Create awareness of how language constructs gender biases • Develop the ability to use non-sexist, gender-neutral language • Critique gender constructions in various types of texts in our own indigenous

languages Contents: This course will pursue Foucault’s idea that control through language is more insidious and powerful than overt power. This will involve analysis of sexist biases constructed and reinforced through language as well as highlight the importance of language as a controlling factor. Linguistics argue that language is patriarchally structured e.g. the generic use of ‘he’ and ‘man’ renders women invisible.

• Sexism in Words: Man as a Generic: Man as a Verb Man as Generic Noun Man as Suffix/Prefix Man in Compounds Titles Job Titles Pronouns Marked and Unmarked forms Derivatives and Diminutives Asymmetrical Patterns Parallel Treatment Semantic Derogation

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• Sexism in Discourse: Sexism in Proverbs Women’s Roles and Identities Masculinity, Femininity and other Sex-linked Descriptive Men’s and Women’s Talk Connotations of Language Items Notion of Political Correctness The Pronoun Problem: They as singular Pronoun He or She Alternatives to Generic Man: A new Generic Pronoun Eliminating Pronouns?

Recommended Readings: 1. Spender, Dale (1980) Man Mde Language. London: Routledge. 2. Cameron, Deborah (1992) Feminism and Linguistic Theory. Second

edition 3. Basingstoke: Macmillan. 4. Cameron, Deborah (1998) The Feminist critique of Language. Second

edition 5. London: Routledge 6. Mills, Sara (1995) Feminist Stylistics. London: Routledge. 7. Miller, C. and Swift, K (eds.) (1981) The Handbook of Non-Sexist

language. New York: Harper & Row. 8. Thomas, L. & Wareing, S (1999) Language Society and Power. London:

Routledge. 9. Litosseliti. L.(2006) Gender and Language: Theory and Practice.

London: Hodder Arnold.

Practicum / Internship (Literary Pedagogy) Aims: This groundbreaking course takes cognizance of the importance of pedagogy in the teaching of literature at the higher education level. It seeks to enhance the visibility of teaching methodology, curriculum development, assessment and material evaluation, adaptation and development in relation to literature. Along with a theoretical background, students will be guided to plan lessons and to try these out through presentations and classroom observation. The ratio between theory and practice will be balanced appropriately. Recommended Topics: Theoretical Background

• Curriculum Development • Teaching Methodology for Literature

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• Material Development • Adaptation and Design for Literature • Assessment of Literature • Lesson Planning • The Teaching of Literature in the Sub-Continent

Practicum • Classroom Observation • Presentation /Micro-Teaching

Recommended Readings: 1. Viswanathan, Gauri. Masks of Conquest. London: Faber & Faber, 1989 2. Rehman, Tariq. A History of Pakistani Literature. 3. Rahman, Kaleem. The Humanities in Higher Education News 4. Martin Philip & Jane Cawthorpe (Eds). Curriculum and Teaching Survey.

Halcrow, 2003 Semester VIII (Compulsory for all students) Thesis (equivalent to two courses- 6 credit hours) Students will be required to undertake a small-scale investigation on a topic of individual interest in their area of specialization. The aim of this component is to encourage the students to a) develop the ability to collect, analyze and interpret data; b) present their findings in a coherent and well-organized research report.

They will submit the research report at the end of semester VIII.

Each student will be provided individual supervision and guidance in the proposed research that he or she is conducting.

Evaluation:

The Research Thesis will be assessed by two examiners (one of them will be the supervisor and the second will be an external examiner preferably from another university). The thesis will carry 200 marks.

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MS: LITERATURE (02 YEARS PROGRAM)

MAJOR AIMS & OBJECTIVES

General and Specific Aims:

• To encourage the learners to enjoy and analyze the wider range of reading

• To orientate the learners to the historical tradition of writings in English After completion of the 02 yrs MS in English (Literature) program, the learners will be able to:

1. Understand the core literary concepts and literary and critical terms for use

2. Display their ability to critically read and analyze literatures written or translated into English

3. Read literature as a universal reality by comparing cross-cultural experiences through diverse literary readings

4. Develop a research-based comprehension of the literary sensibility and its multidisciplinary value

Objectives: In specific, the learners shall also be able to:

• Develop confidence, independence, and ability to reflect • Express ability to respond and interpret effectively • Use critical concepts and terminology with understanding • Analyze individual texts and explore comparison between them • Appreciate the significance of social and historical context • Trace and recognize the cross cultural influences

As a result, the learners shall be assessed for:

• Clear communication and presentation • Detailed understanding and comprehension • Independent opinions and original creative ideas • Responsible research and academic growth • Good impression and polite behavior

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SCHEME OF STUDIES MS ENGLISH LITERATURE

(02 YEARS PROGRAM)

YEAR – 01 SEMESTER – I

YEAR – 01 SEMESTER – II

YEAR – 02 SEMESTER – III SEMESTER – IV

Total Credits: 36 (24 Course Work + 12 Thesis Writing)

12 (Course Work) 12 (Course Work) 12 (Thesis)

Core Courses (Total: 02 in both the semesters)

• Literary Criticism and Theory (Core)

• Advanced Research and Bibliographic Methods (Core)

Elective Courses (Total: 04 to 06 in both the semesters)

• Shakespeare Studies

• Romantic Aesthetics • American Literature

– I (Novel and Short Story)

• Women’s Writings

• Modern and Contemporary Poetry

• Modern Fiction • Modern Drama • American Literature –

II (Drama and Poetry) • World Literature in

Translation • Postcolonial Studies

Thesis Writing (20,000 to 25, 000 Words)

KINDLY NOTE THE FOLLOWING:

• Course Codes for MS Literature program mostly range within the 900 series, but following the HEC model the universities may assign these codes as per their local/ regional formats

• Besides the two required core courses (“Literary Criticism and Theory” and “Advanced Research and Bibliographic Methods”) the other courses are offered as electives to cater to the individual needs and interests

• Each course can be allotted 04 or 03 Credit Hours (CH) as per university requirement to complete the coursework. HEC has suggested 04 CH for each course, and this means selecting 02 elective courses apart from taking 01 core course each semester. However, the international standard is to allot 03 CH to each course, and this means that at this level the candidates select 03 elective courses apart from 01 core course each semester. In total the candidates will be studying 06 to 08 courses to make it 24 CH and then write a thesis for the other 12 CH

• The candidates will be advised to select elective courses that pertain to their individual research interests. However, if the university policy, the concerned departments, and the concerned course In charges permit and if it goes to the interest of the candidate’s research, the candidate may audit one or two (credit or non-credit) courses in the areas beyond their selected courses for MA in Literature or MA in Applied Linguistics. Like, a candidate with a four-year BA and Literature major might be interested in areas like “Stylistics,” “Language, Culture, and Identity,” or “Language in Education” (Applied Linguistics). Similarly a candidate with four-year BA and Applied Linguistics major might want to pick on Literary History, Literary Theory, or a Literary Genre (Literature) to enhance research.

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DETAIL OF COURSES FOR MS ENGLISH LITERATURE (02YEARS PROGRAM)

COURSES WORK

YEAR – 01 Semester I Literary Criticism (Core Course): Rationale: This intensive core course is an important and foundational requirement for any onward literary study and research. The course introduces a historical and multidisciplinary development of literary and critical approaches that later develop into theory, process of theorizing and its inter-textual growth. The course is divided into two sections:

• Classical, Neo-Classical, and 19th century schools of thought (A Recap)

• Some Modern, Postmodern, and Contemporary approaches The rationale is to debate and connect these comparisons produced over the growing critical insights to find answer for why and how “Criticism” translates into “Theory.” NOTE: Teachers have the liberty to choose according to their academic strengths.

Suggested Primary Reading:

Part I (A Recap, if Required) • Early Classical Period: Selections from Plato, Republic; Aristotle,

Poetics • The Classics and the Neo-Classics: Selections from Sir Philip Sidney,

The Defence of Poesie; John Dryden, Essay on Dramatic Poesie • The Romantics and The Victorians Selections from William

Wordsworth, Lyrical Ballads (“Preface”); Samuel Taylor Coleridge, Biographia Literaria (Chapters 14, 17, 18); Mathew Arnold, Culture and Anarchy

Part II (A Recap, if Required) • Modern And New Criticism: T.S. Eliot, “ Tradition and Individual Talent”

and other essays; F. R. Leavis, “Literary Criticism and Philosophy” in The Common Pursuit (selections); Cleanth Brookes The Well Wrought Urn (selections), I. A. Richards Principles of Literary Criticism (selections)

• Other Selected Modern Euro – American Trends from Catherine Belsey, Critical Practice. London: Routledge, 1980; K. M. Newton, ed. Twentieth Century literary Theory: A Reader. Second Edition. New York: St. Martin’s, 1998. Vincent B. Leitch (General Editor). The Norton Anthology

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of Theory and Criticism. New York & London: W. W. Norton and Company, 2001 (or later editions)

Semester Literary; CORE COURSE

1 Postcolonial – With emphasis on Racial, National, and Global 2 Postmodern – With emphasis on Popular, Cyber-Spatial, and

Technological 3 Linguistic – With emphasis on Structural, Post-structural, Translation 4 Psychoanalytic – With emphasis on Psycho and Socio-pathological 5 Reception – With emphasis on Interpretation, Hermeneutics, Reader-

Response 6 Marxist – With emphasis on Economic, Social and Cultural 7 Feminist – With emphasis on Gender and Sexuality Studies 8 Myth-o-poetic – With emphasis on Archetypal, Phenomenal, and

Genre based 9 Theories about Inter-textuality – With emphasis on Comparative World

Literatures, institutions and canons Suggested Secondary Reading: 1. Ashcroft, Bill, et al. The Empire Writes Back: Theory and Practice in

Post-Colonial Literature. London: Routledge, 1989. (For Postcolonial Theory)

2. Belsey, Catherine. Critical Practice. London: Routledge, 1980. (For Marxist and Russian Formalist Theory)

3. Benvensite, Emile. Problems in General Linguistics. Miami: Miami UP, 1971. (For Linguistic, Structural, and Poststructuralist Theories)

4. Culler, Jonathan. The Pursuit of Signs: Semiotics, Literature, Deconstruction. London: Routledge, 1981. (For Reader-oriented Theory)

5. Docherty, Thomas. Ed. Postmodernism: A Reader. Hemal Hempstead: Harvester Wheatsheaf, 1992. (For Postmodern Theory)

6. Eagleton, Mary. Ed. Feminist Literary Criticism. London: Longman, 1991. (For Feminist Theory)

7. Eliot, T. S. Selected Essays. London: Faber, 1965. (For New Criticism, Moral Formalism, and F. R. Leavis)

8. Lodge, David. Ed. Twentieth Century Literary Criticism. London: Longman, 1972. (For Introduction)

9. Vincent B. Leitch (General Editor). The Norton Anthology of Theory and Criticism. New York & London: W. W. Norton and Company, 2001 (or later editions). (For all the various approaches, and topic and author wise selections)

10. Wright, Elizabeth. Pychoanalytic Criticism: Theory in Practice. London: 1984. (For Pycho-analytic Theory)

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ELECTIVE Semester I

Shakespeare Studies:

Rationale: Any two of his most celebrated four tragedies, one pure romantic comedy, and a drama of his mature age is an adequately fair selection of Shakespeare’s works. His history plays are not generally anthologized except for the Henry plays wherein the great Sir John Falstaff appears. His poems ought to have a separate Course. A comedy or any drama, for that matter, may be replaced by another one keeping its suitability and the scope of the Course in view. Shakespeare, of course, is such a comprehensive artist who compels readers to read all of his works and resists selections. But such voluminous poet and dramatist would demand four to five courses for extensive reading which can not be part of our M.A. English program. Hence the given list of plays is considered as proper selection for this course.

Suggested Primary Reading: 1. Macbeth / King Lear (Any one of the two) 2. Hamlet / Othello (Any one of the two) 3. A Midsummer Night’s Dream 4. The Tempest

Suggested Secondary and Specific Reading: 1. Barber, C. L. Shakespeare’s Festive Comedy. Princeton: 1959 2. Bloom, Harold. Shakespeare: The Invention of the Human. London:

Fourth Estate, 1999 3. Bradley, A. C. Shakespearean Tragedy (22nd Ed.). London: 1929 4. Chambers, E. K. Shakespeare: A Survey. New York: Hill and Wang,

Macmillan, 1925 5. Danby, John F. Shakespeare’s Doctrine of Nature. London: 1949 6. Eagleton, Terry. William Shakespeare. New York: Blackwell, 1986 7. Elliot, G. R. Flaming Minister. Durham, NC, 1953 8. Erikson, Peter. Rewriting Shakespeare, Rewriting Our-selves. Berkley: U

of California P, 1991 9. Grady, Hugh. The Modernist Shakespeare: Critical texts in a Material

World. New York: Oxford UP, 1991 10. Greene, G. et al. Eds. The Women’s Part: feminist Criticism of

Shakespeare. Urbana: U of Illinois P, 1980 11. Jones, Earnest. Hamlet and Oedipus. New York: 1949 12. Knight, Wilson G. The Wheel of Fire. London: Methuen, 1972 13. Paul, Henry N. The Royal Play of Macbeth. New York: 1950 14. Spenser, Theodore. Shakespeare and the Nature of Man (22nd Ed.).

New York: 1949 15. Tillyard, E. M. W. Shakespeare’s Last Plays. London: Chatto and

Windus, 1938

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16. Tillyard, E. M. W. The Elizabethan World Picture. New York: Macmillan, 1944

Semester I Romantic Aesthetics: Rationale: The scope of this course does not admit the first Romantic Movement of the giants like Spenser, Sidney and Shakespeare etc. This is also worth mentioning that the romantic literature in fact, starts from the graveyard school of the 18th century primarily known for its classic taste. Poets like Goldsmith and Gray are justifiably known as precursors of romanticism. However, the scope of this course does not admit them as part of its reading as well. The period of romantic aesthetics covered under this course starts from 1789 with the advent of Blake’s work. This is the romantic revival period in which Blake, Wordsworth, Coleridge, Shelley, Byron, Keats, Lamb etc establish its immense poetic and prosaic richness. The course is designed keeping in view the different tastes of the romantic revival period that savours best with the poems selected for it. However the final selection will be up to the University or the teachers concerned.

Suggested Primary Reading: 1. William Wordsworth: Tintern Abbey, The Prelude book 1 2. “S.T. Coleridge: “Rime of the Ancient Mariner” 3. John Keats: Hyperion, The Eve of St.Agnes 4. Shelley: “ “Hymn to Intellectual Beauty”; Lines from Prometheus Bound 5. Lord Byron; Don Juan: selections Suggested Secondary and Specific Reading: 1. Edward Dowden, The French Revolution and English Literature. 1987. 2. J.G. Robertson, Studies in the Genesis of Romantic Theory in the

Eighteen Century. 1923 3. F. R. Leavis, Revaluation: Tradition and Development in English Poetry.

1936 4. Cleanth Brooks, The Well-Wrought Urn: Studies in the Structure of

Poetry. 1947 5. M. H. Abrams, The Mirror and the Lamp: Romantic Theory and Critical

Tradition. 1954 6. M. H. Abrams, ed., English Romantic Poets Modern Essays in Criticism.

1960 7. David V. Erdman, ed, The Poetry and Prose of William Blake. 1966. 8. S. F. Damon, William Blake: His Philosophy and Symbolism. 1924 9. J. V. Baker, The Sacred River: Coleridge’s Theory of Imagination. 1957 10. J. B. Beer, Coleridge the Visionary. 1959 11. W. J. Bate, ed., Keats: A Collection of Critical Essays. 1964

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12. George Barnett, Charles Lamb: The Evolution of Elia. 1964 13. G. M. Ridenour, Shelley, A Collection of Critical Essays. 1965 14. Bennett Weaver, Wordsworth: Poet of the Unconquerable Mind. 1965.

(A psychological approach) Semester I American Literature – I (Novel and Short Story): Rationale: This course surveys the origins of American literary movements with reference to the representative writers chosen. It sets some direction to the study of specific trends in the American Short Story and Novel. AL – I stresses the diversity and uniqueness of the American character and experience, and the foundational voices of self-acclaimed Puritan holiness along with the revolutionary expansions of the so- called patriots. It also highlights various phases of the American Renaissance, Romantic awareness and Transcendentalism, the Civil War and scientific progress, dreams of American success, and several voices of social protest. NOTE: The teachers must feel free to pick on their choices within their academic conditions and constraints.

Suggested texts American Novel: • William Faulkner, Light in August/ABSOLAM ABSOLAN • Earnest Hemingway, A Farewell to Arms • Tony Morrison, Beloved • Steinbeck The Grapes of Wtrath •

American Short Story: • Alexander Allen Poe, “The Fall of the House of Usher,” “The Murder in

Rue Morgue,” “The Mask of the Red Death” • Nathaniel Hawthorne, “ The Celestial Railroad,” “The Minister’s Black

Veil,” “The Maypole of Mary Mount,” “Young Goodman Brown” • Earnest Hemingway, “The Too Big Hearted Rivers” • Harriet E Wilson, “A Friend for Nig” from Our Nig

Suggested Reading: 1. Bloom, Harold. Ed. Modern Critical Views: William Faulkner (Modern

Critical Views Series). New York: Chelsea House, 1986 2. Bradbury, M. Modern American Novel, 1983 3. Brown, Julie. Ed. American Women Short Story Writers: A Collection of

Critical Essays. New York: Garland Pub, 1995

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4. Chase, R. The American Novel and its Traditions, 1958 5. Gray, R. American Fiction: New Readings, 1983 6. Hardwick, Elizabeth. Herman Melville. Viking Books: 2000 Semester II Advanced Research and Bibliographic Methods (Core Course): Rationale: Research is an ongoing learning process. At the M.A Honors level of their studies, candidates need to learn more about how to conduct research and then write their research papers for publication purposes. They also need to master the techniques of writing professional abstracts or proposals, pick on thesis statement and contention, phrase a considerable topic for their research project (thesis or dissertation), prepare bibliography and annotated bibliographies, write book reviews from critical and analytical perspective, get into the process of writing first or later drafts, edit their research as per requirement. During all this process the candidates also need to sharpen their critical thinking and study skills for literary research in order to follow the prescribed style sheet, which in the case of literary writings is the MLA style sheet. They need to learn manual and technological or computational skills and be able to use the world of web on inter-net. All this involves a lot of practice in classroom, in library, in the lab, and in field of course. This Advanced course in Research and Bibliographic Methods caters to all the fore mentioned needs and requirements, but the teachers and trainers in this field must feel free to tailor the basics to their academic conditions and constraints. Suggested Topics:

• Print and non-print sources • Mechanism of paper writing • Research and writing procedure and data analysis (qualitative versus

quantitative, sampling, questionnaire, interviews, etc) • Abstract writing (Topic selection and Thesis statement) • The format and documentation • Preparing bibliographies, annotated bibliographies • Preparing footnotes, endnotes and references, including abbreviations

and other textual/ theoretical details • Proof reading and symbols • Article writing • Book reviews • Report writing • Book writing

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• Dissertation and Thesis writing • Study skills • Computational skills • Internet sources and the world wide web • MLA and Other Styles • Plagiarism and ethical considerations

Suggested Methodology: Lectures, Discussions, Assignments, Visits, Classroom Presentations and Seminars Suggested Secondary Resources: 1. Alfred Rosa, Models for Writers. Boston: Bedford, 2001. 2. Allwright, Dick and Bailey, Kathleen. Focus on the Language Classroom:

An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge UP. 1991.

3. Berg, B. Qualitative Research Methods for the Social Sciences. Boston: Allyn & Bacon. 1989.

4. Drever, Eric. Using Semi-structured Interviews in Small-scale Research: A Teacher's Guide. Edinburgh: Scottish Council for Research in Education. 1995

5. Dunleavie, P. Studying for a Degree in the Humanities and Social Sciences. MacMillan, 1986.

6. Durant, A and N. Fabb, Literary Studies in Action. Routledge, 1990 7. Gibaldi, Joseph. Introduction to Scholarship. NY: MLA, 1992 8. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 4th

Edition. NY: MLA, 1995 9. Hacker, Diana. A Writer’s Reference. Boston: Bedford, 1999. 10. Heritage, John. 1997. “Conversation Analysis and Institutional Talk:

Analyzing Data.” In Silverman, David (ed.). Qualitative Research: Theory, Method and Practice. London: Sage. 1997.

11. Meyer, Michael. The Little, Brown Guide to Writing Research Papers. NY: Harper Collins, 1993

12. Pirie, D. How to Write Critical Essays.Methuen, 1985. 13. Raimes, Ann. Keys for Writers. New York: Houghton Mifflin, 1999. 14. Rodrigeus, Dawn. The Research Paper and the World Wide Web. NJ:

Prentice Hall, 1997 15. Silverrman, David (ed.). Qualitative Research: Theory, Method and

Practice. London: Sage. 1998 16. Williams, Joseph M. Style. Boston: Scott, Foresman and Co, 1981 17. Any latest research journals of literature available in the libraries

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Semester II Modern and Contemporary Poetry: Rationale: This course aims to enable students to critically read and analyze poetry from the War and Post World War II era and Modern and Contemporary times. Students will examine the poetic response to developments in British and European history. They will also identify elements of poetic experimentation in form, style and theme. Suggested Texts • Ted Hughes: The Full Moon and Freedom, That Morning Her Husband • Seamus Heaney: A Constable Calls, Mid-Term Break, Personal Helicon • Andrew Motion: Lines, Foundations, Ann Frank Huis • Sylvia Plath: Morning Song, Ariel, Poppies in October • Elizabeth Jennings: Military Service

Suggested Secondary Reading: 1. Alexander, Paul. Ariel Ascending: Writings about Sylvia Plath. New York:

Harper and Row, 1985. 2. Blair, John G. The Poetic Art of W. H. Auden 3. Cox, C. B. and Hinchliffe, A. P. Eds. The Waste Land: A Casebook.

London 1968 4. Kermode, F. Modern Essays. Glasgow, 1981 5. Leavis, F. R. New Bearings in English Poetry. London: 1961 6. Unterecker J. W.B.Yeats: A Reader’s Guide. London: 1988 Semester II

Modern Fiction: Rationale: This course introduces students to the Modern English Novel so that they can read it in its historical context of development. They will also be able to identify and respond to elements of literary experimentation in the field of prose writing and novel. Suggested Primary Reading: 1. James Joyce: Portrait of the Artist as a Young Man 2. D.H Lawrence: Women in Love 3. Joseph Conrad: Lord Jim / Heart of Darkness 4. Iris Murdoch: Under the Net 5. Norine Govdimer: July’s People

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Suggested Secondary Reading: 1. Beach,, J. W. The Twentieth Century Novel. 1952 2. Bent, Andrew. Study Course on William Golding’s Lord of the Flies. 2000 3. Ellmann, Richard. James Joyce. 1959 4. Guerard, Albert J. Conrad: The Novelist 1958 5. Kettle, Arnold. Introduction to English Novel II . London: Hutchinson,

1978 6. Leavis, F. R. The Great Tradition. London: Chatto and Windus, 1962 7. Reynolds, M & Noakes, I. Iris Murdoch: The Essential Guide to

Contemporary Literature. O UP, 1999 Semester II Modern Drama Rationale: Ibsen’s inclusion in this Course of Reading is because of his role as a pioneer of the Modern Drama and his profound genius to substantiate human experience. Strindberg and Pirandello have a vivid disapproval of the conventional morality and religion – an accepted vogue of their times. They are radicals in form and philosophy of art. Anouilh plays are centered around family-in-crises and help shape and define the contemporary dramatic concerns. Brecht was devoted to the Marxist ideas and was inspired by human sentiment. In our final choice, the play by Osborne, the conflict of the diverse cultural backgrounds rises to pinnacle. These dramatists possibly represent the modern, western, and continental dramatic perspective in its all true forms and themes. The readers of this course will definitely get interested in finding what are the dominant dramaturgical traditions in the history of Western drama and performance and how did modernist experiments with the constituent elements of plot, characterization, language, setting, movement, or theme challenge these traditions?

Suggested Texts(Any 4) • Henrik Ibsen: The Wild Duck • Tenessee William A Street car Named desire • Jean Anouilh: The Thieves Carnival • Bertolt Brecht: Mother Courage and Her Children • John Osborne: Look Back in Anger • Churchill Caryl: Top Girls

Suggested Secondary Reading: 1. Gassner, John. Form and Idea in Modern Theatre. New York: 1954 2. Lumley, Fredrik. Trends in 20th Century Drama. Fairlawn: 1956; revised,

1960

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3. Clark, Barrett H. Ed. European Theories of the Drama. New York: Crown, 1947

Suggested Reading, Specific and General: 1. Pronko, Lenard Cabell. The World of Jean Anouilh. Berkeley: 1951 2. Gray, Ronald. Bertolt Brecht. New York: 1961 3. Northam, John. Ibsen’s Dramatic Method. London: 1953 4. Kitchin, L. Mid-Century Drama. London: 1960 (For Osborne) 5. Bishop, Thomas. Pirandello and the French Theatre. New York: 1961 6. Campbell, George A. Strindberg. New York: 1933 7. Kritzer, Amelia Howe. The Plays of Caryl Churchill: Theatre of

Empowerment. London: Macmillan, 1991. 8. Lane, Richard. Ed. Beckett and Philosophy, Palgrave Macmillan, 2002. 9. Scott, M. Ed. The Birthday Party, The Caretaker, The Homecoming: A

Casebook. London: Macmillan, 1986. 10. Chothia, Jean. English Drama of the Early Modern Period: 1890-1940.

New York: Longman, 1996. Semester II American Literature (AL) – II (Drama & Poetry) Rationale: American Literature (AL) – II is an extensive course in terms of its components and scope. Much of it builds on understanding the traditions of American literary sensibility discussed in American Literature (AL) – I. Generally speaking, AL has stressed the diversity and uniqueness of American character and experience. This course focuses on connecting the diverse Western movements such as Realism, Naturalism, Romanticism, Transcendentalism Modernism, Existentialism, Absurdism, Postmodernism, etc as they influence multiple trends in American nationalism. The course will highlight these emerging trends as they culminate into the opening of democratic vistas along with repercussions of industrial and scientific expansion. Race-gender-class equations reinterpret the central meaning of America and of the changing social and economic values. Basically there may be several ways to access AL, but whether we follow simple chronology or connect through themes and genres, the final objective of this course is to look for the sense of democratic diversity amid the constitutional unity of the US. Suggested Texts:

• Wallace Stevens, Selections • William Carlos William or Ezra Pound, Selections • Langston Hughes, Selections • Sylvia Plath or Adrienne Rich, Selections

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Suggested Texts: (plays: any 4) • Eugene O’Neill, Long days journey into night • Arthur Miller, The Crucible • Edward Albee, Who’s Afraid of Virginia Woolf? • Sam Shepard, The Buried Child • David Mamet, American Buffalo • August Wilson, Piano Lesson or Fences • Lorraine Hansberry, A Raisin in the Sun • Marsha Norman, ‘Night, Mother • Besides, if possible, some of the representative plays and poems of

other minorities in America from any Norton or Heath Anthology of American literature

General Resources on Genres (poetry): • Bloom, H. Figures of Capable Imagination, 1976

• Waggoner, H. H. American Poetry From the Puritans to the Present, 1968, Rev.1984

General Resources on Genres (drama): • Bigsby, C.W.E. A Critical Introduction to Twentieth Century American

Drama: I, 1900-1940; II Williams, Miller, Albee; III Beyond Broadway, 1982-85

Semester IIWorld Literature in Translation Rationale: This course is and inter-genre course and offers an exposure to some Classics in World Literature, both in theme and form. The global perspective will not only make for an intrinsically rewarding experience but will also give depth to students’ grasp of literatures translated into English. They will be able to identify elements of universal literary merits as well as critically compare some of the great works of the East and the West. Suggested Primary Reading: 1. Basho (Japanese): Selections of Haiku (atleast 5) 2. Albert Camus (French and Algerian): The Outsider 3. Cervantes, M (Spanish): Don Quixote (Part 1-Book1&2) 4. Kafka, Franz (German): Metamorphosis 5. Homer (Roman): Selections from “The Iliad” and “The Odyssey” 6. Dostoevsky (Russian): Crime and Punishment 7. Rumi (Persian): Selections from the Mathnavi: (Divan & Discourse; The

Song of the Reed / The Artists)

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8. Iqbal, M (Indo-Pakistani): Selections from Javaid Nama: The Spirit of Rumi Appears

9. Faiz Ahmed Faiz (Pakistani): Dawn of Freedom: Aug 1947. Translated by Agha Shahid Ali

10. Frederico Garcia Lorca (Spanish): Blood Wedding 11. Lu Hsun (Chinese), “The Kite” and “After Death” in Wild Grass. Peking:

Foreign Language Press, 1974 Suggested Secondary Reading: 1. Arberry. A. R. Ed. Persian Poems. London: J. M. Dent and Sons, 1954 2. Bowra, C. M. Tradition and Design in the Iliad. Oxford: Clarendon Press,

1950 3. Bree, G. Ed. Camus: A Collection of Critical Essays. Prentice Hall 4. Blyth, R. H. The Genius of Haiku. London: 1994 5. Bloom, Harold. Ed. Franz Kafka’s The Metamorphosis. New York:

Chelsea, 1998 6. Madariaga, Salvador D. E. Don Quixote: An Introductory Essay in

Psychology. London: Oxford UP, 1948 7. Murray, G. The Rise of the Greek Epic. Oxford UP, 1934 8. O’Kelly, H. W. Ed. The Cambridge History of German Literature.

Cambridge: C UP, 1997 9. Schimmel, A. M. The Triumphal Sun. New York: State U of New York P,

1993

Semester II Postcolonial Studies Rationale: This course aims to introduce students to a selection of literature and criticism generated by the colonizers and the colonized. Students will be able to participate meaningfully in the debate inaugurated by Post-Colonial literary studies. They will be able to identify the common thematic concerns and stylistic features in the cross continental voices of the empire. They will also be able to recognize post-colonial literature and criticism as a distinct and significant addition to English literary studies. Suggested Primary Reading: (choose any 5) 1. Chinua Achebe: Things Fall Apart 2. Bapsi Sidhwa: Ice Candy Man 3. Nadeem Aslam: Season of the Rain Birds 4. Arundhati Roy: The God of Small Things 5. Hanif Kureishi: My Son the Fanatic 6. Frantz Fanon: “On National Culture” from The Wretched of the Earth 7. Edward Said: “Introduction” to Culture and Imperialism

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8. Gauri Viswanathan: “The Beginning of British Literary Study in British India” from The Masks of Conquest

9. Sara Suleri: “The Rhetoric of English India” 10. Ngugi wa Thiong’O: “On The Abolition of the English Department” 11. Derek Walcott: The Schooner Flight / A Far Cry from Africa / A Lesson

for This Sunday 12. Ben Okri: An African Elegy 13. Margrate Atwood: Progressive Insanities of a Pioneer Play 14. Wole Soyinka: Brother Jero Suggested Secondary Reading: 1. Achebe,Chinua, “The Role of a Writer in A New Nation.” Nigeria

Magazine. No 81: 1964 2. Ashcroft, B. Griffiths, G. and Tiffin, H. Eds. The Post-Colonial Studies

Reader, London: Routledge, 1995 3. Belsey, C. Critical Practice, London: Methuen, 1980 4. Boehmer, Elleke. Colonial and Postcolonial Literature. Oxford: Oxford

UP, 1995 5. Loomba, Ania. Colonialism/ Postcolonialism. London: Routledge, 1998 6. Peck, J. Ed. New Casebook on Post-colonial Literatures. Macmillan,

1995 7. Smith, H. Beyond the Post Modern Mind. Lahore: Suhail Academy, 2002

LITERATURE (02 YEARS PROGRAM)

RESEARCH WORK

Semester III & IV Thesis Writing Rationale: This one-year writing process and 12 CH course means serious and focused research work. Composing a research paper of about 20,000 to 25,000 words on a literary topic of choice along with writing an abstract, selected bibliographies or works cited, annotated as well as simple, citing references, and professionally dividing the whole project into chapters, headings and its parts becomes mandatory for the research candidates. These candidates, who have been exposed to literary taste and linguistic styles by writing papers for various courses for more than a year and with their BS 04-year background and overall almost five years of extensive reading now, are expected to be trained into the demanded academic standards. At this final stage of their orientation to quality literature the candidates may be asked to write these research papers for further growth in their career towards

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publication or PhD and higher degrees of research programs. Details regarding research at MS level may be connected back to the training received by these candidates through the course offered in “Advanced Research and Bibliographic Methods” during the Semester II of MA English (Honors) in Literature.

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MS ENGLISH IN APPLIED LINGUISTICS (02 YEARS PROGRAM)

MAJOR AIMS & OBJECTIVES Aims At the end of the program, students will be able to:

• Demonstrate knowledge of advanced linguistic concepts and selected fields of study

• Conduct original research in their selected area of study • Apply their specialist knowledge in Applied Linguistics for improving

their practice Objectives In specific, the learners shall also be able to:

• Develop confidence, independence, and ability to analyse • Express ability to respond effectively • Use linguistic concepts and terminology with understanding • Analyse individual texts and explore comparison between them • Appreciate the significance of paradigmatic context • Trace and recognize the cross cultural influences

As a result, the learners shall be assessed for:

• Clear communication and presentation • Detailed understanding and comprehension • Independent opinions and original ideas • Responsible research and academic growth • Good impression and polite behavior

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SCHEME OF STUDIES FOR MS ENGLISH IN APPLIED LINGUISTICS

• The students will study six courses, three courses in each semester over a period of one year. They must study two core courses on research methods, one in each semester. They can select two elective courses in each semester from the courses offered to complete their course work for M.A (Honours) in Applied Linguistics (24 credit hours). The students will be advised to select the elective courses that pertain to their individual research interest. Each course is of 4 CH. Total 36 CH: 24CH in taught courses and 12 CH in thesis.

• The candidates will be advised to select elective courses that pertain to their individual research interests. However, if the university policy, the concerned departments, and the concerned course In charges permit and if it goes to the interest of the candidate’s research, the candidate may be allowed to audit one or two (credit or non-credit) courses in the areas beyond their selected courses for MA in Literature or MA in Applied Linguistics. Like, a candidate with a four-year BA and Literature major might be interested in areas like “Stylistics,” “Language, Culture, and Identity,” or “Language in Education” (Applied Linguistics). Similarly a candidate with four-year BA and Applied Linguistics major might want to pick on Literary History, Literary Theory, or a Literary Genre (Literature) to enhance research.

SEMESTER I SEMESTER II SEMESTER III SEMESTER IV

Core Courses

• Qualitative Research Methods

• Quantitative Research Methods

Elective Courses

• Approaches to Foreign/ Second Language Acquisition

• Computational Linguistics

• Critical Discourse Analysis (CDA)

• Language in Education

• Pragmatics • Stylistics • English Syntax • Translation Studies

• Bilingualism • Cross-Cultural

Communication • E.S.P. • ELT

Management • Language and

Gender • Language,

Culture and Identity

• Teaching English in Large Classes

• Technology in Language Teaching

Thesis Writing (20,000-25,000 Words)

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DETAIL OF COURSES FOR MS ENGLISH IN APPLIED LINGUISTICS

(02 YEARS PROGRAM)

COURSE WORK YEAR 01

Semester I Qualitative Research Methods Aims The aims of this course are to enable the student to:

• be familiar with selected research techniques and approaches within the qualitative research paradigm;

• develop understanding and skills of using appropriate tools for collecting data

• develop an understanding of ways of analyzing and reporting qualitative data

• use QSR for analysis of data; and • understand and use ethical issues at all stages of the research

process. Contents

• Introduction to qualitative methods in Applied linguistics research • Ethnography • Narrative inquiry • Action research • Case study • ‘Generic’ qualitative research • Tools for research: • Interviews • Observation • Document analysis • Methods and tools for data management and analysis • Grounded theory • Content analysis • Computer assisted analysis of qualitative data • Ethical issues in qualitative research

Recommended Reading 1. Bogdan, R. C., Biklen, S. K. (1998). Chapter 1: Foundations of

Qualitative Research in Education. Qualitative Research for Education: An Introduction to Theory and Methods (3rd. ed.). New York: Allyn and Bacon

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2. Caelli, K., Ray, L., & Mill, J. (2003). Clear as Mud: Towards Greater Clarity in Qualitative Research. International Journal of Qualitative Methods. 2:2. Retrieved 5 August 2004 from www.ualberta.ca/iiqm/backissues/pdf/caellietal.pdf

3. Cohen, L.; Manion, L. and Morrison, K. (2000). Research methods in education. (5th ed). London: Routledge.

4. Creswell, J.W. (2002). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publication

5. Darlington, Y. & Scott, D. (2002). Qualitative Research in Practice: Stories from the Field. Philadelphia: Open University

6. Denzin, N.K.& Lincoln, Y.S. (2005). The Handbook of Qualitative Research. (3rd ed). Sage.

7. Fielding. N. G. & Lee, R. M. (1998). Computer Analysis and Qualitative Research. London: Sage.

8. Glesne, C. (1999). Becoming Qualitative Researchers: An Introduction. New York: Longman.

9. Hart, C. (1998). Chapter 1. Doing a Literature Review. London: Sage. 10. Holliday, A. (2002). Doing and Writing Qualitative Research. London:

Sage. 11. Kvale, S. (1996). Interviews: An Introduction to Qualitative Research

Interviewing. Thousand Oaks, CA: Sage. 12. Lincoln, Y. L. and Guba, E. G. (1985). Naturalistic Inquiry. London:

Sage. 13. Mason, J. (2002). Qualitative Researching. Thousand Oaks, CA: Sage. 14. Maxwell, J.A. (2005). Qualitative Research Design: An Interactive

Approach. (2nd ed). Thousand Oaks, CA: Sage. 15. Miles, M.B. and Huberman, M. A. (1994). Qualitative Data Analysis: An

Expanded Sourcebook. London: Sage. 16. Sandelowski, M. & Barraso, J. (2002). Reading Qualitative Studies.

International Journal of Qualitative Methods. 1:1. Retrieved 10 August 2004 from http://www.ualberta.ca/~ijqm/

17. Tesch, R. (1990). Qualitative Research: Analysis Types and Software Tools. London: Falmer.

18. Smith, R.L. (1997). Implementing Qualitative Research in Pakistan. In M. Crossley & G. Vulliamy (eds.) Qualitative Educational Research in Developing Countries: Current Perspectives. New York: Garland Publishing.

19. Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage.

Action Research 20. Day, C., Elliot, J., Somekh, B. & Winter, R. (eds) (2002). Theory and

Practice in Action research. Oxford: Symposium Books. 21. Smith, L. M. (2004). Yesterday, Today, Tomorrow: Reflections on Action

Research and Qualitative Inquiry. Educational Action Research. 12:2. 175-195.

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Case Study 22. Merriam, S. (1998). Chapter 2: Case Studies as Qualitative Research.

Qualitative Research and Case Study Applications in Education. San Fransisco: Jossey-Bass Publishers.

Ethnography 23. Hammersley, M. & Atkinson, P. (1995). Ethnography: Principles and

Practices. London: Routledge. Narrative Inquiry 24. D. Jean Clandinin and F. Michael Connelly. Narrative Inquiry:

Experience and Story in Qualitative Research. San Francisco: Jossey-Bass Publishers, 2000.

Semester I Approaches to Foreign/ Second Language Acquisition Aims On successfully completing this course, students will be able to:

• Compare L1 Acquisition and SLA. • Analyse some of the difficulties of L2 learners. • Recognize social and cultural influences on SLA. • Discuss the contributions of SLA to teaching

Contents The course explores similarities and differences in L1 Acquisition and SLA, building on 'First Language Acquisition’. It presents major issues in second language learning from psycholinguistic, social and cultural perspectives, such as ‘Contrastive Hypothesis’ and ‘Inter-language’; The morpheme studies; Theories of second language acquisition: Universal Grammar and second language acquisition; Effects of input on L2 learner development; effects of age on second language acquisition; language processing and second language acquisition; Implications of the findings of second language acquisition research for the classroom teacher. 1. Theories of Acquisition

1.1 Second language acquisition theory: generative perspective 1.2 What is the logical problem of foreign language learning?

1 Syntax 2.1 Language Universals 2.2 The role of the head initial / head final parameter in the

acquisition of English relative clauses 2.1 Properties of the pro_ drop parameter 2.2 The adjacency condition on case assignment

3. Semantics / pragmatics 3.1 Interlanguage and pragmatic word order 3.2 How do learners resolve linguistic conflicts

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4. Lexicon 4.1 Canonical typological structures and ergativity in English l 2

Acquisition 4.2 Semantic theory and L2 lexical development

5. Phonology 5.1 A constructivist perspective on non-native phonology 5.2 Stress assignment in inter language phonology

6. Implications for ELT 6.1 Similarities and differences between LIA and SLA 6.2 Implications for ELT

Recommended Reading 1. Brown, H. Douglas and Gonzo, Susan T. (eds.) (1994). Readings on

Second Language Acquisition, Hemel Hempstead: Prentice Hall 2. Cook, V. J. (1993) Linguistics and Second Language Acquisition,

London: Macmillan 3. Ellis, Rod. (1985) Understanding Second Language Acquisition, Oxford:

OUP. 4. Ellis, Rod. (1994) The Study of Second Language Acquisition, Oxford:

OUP. 5. Gass, Susan and Selinker, Larry. (1994) Second Language Acquisition:

An Introductory Course, US: Lawrence Erlbaum. 6. Krashen, S. (1981) Second Language Acquisition and Second Language

Learning, Oxford: Pergamon. 7. Larsen-Freeman, Diane and Michael Long H. (1991) An Introduction to

Second Language Research, London: Longman. 8. Lightbown, P and Spada, N. (1999) How Languages Are Learned.

Oxford: OUP. 9. McLaughlin, B. (1987) Theories of Second Language Learning, London:

Arnold. 10. R Mitchell and F. Myles. (1998) Second Language Learning Theories,

London: Arnold 11. Sharwood-Smith, M. (1994) Second Language Learning, Theoretical

Foundations. London: Longman. 12. Skehan, P. (1989) Individual Differences in Second Language Learning,

London: Arnold. 13. Spolsky, B. (1989) Conditions for Second Language Learning, Oxford:

OUP. 14. Towell, R. and Hawkins, R. (1994) Approaches to Second Language

Acquisition, Clevedon: Multilingual Matters 15. White, L. (2003) Second Language Acquisition and Universal Grammar,

Amsterdam/ Philadelphia: Benjamins.

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Semester I Computational linguistics Aims This course will enable students to:

• understand important concepts and issues of computational linguistics • know applications of computational linguistics

Contents 1. Introduction

1.1 Computer in linguistics 1.2 Parsing and generation strategies 1.3 Implementation of strategies 1.4 Computational complexity

2. Computational phonetics and phonology 3. Computational Morphology 4. Computational Syntax 5. Computational Lexicology

5.1 Computational Semantics 5.2 Applications of computational linguistics

Recommended Reading 1 Ahmad, Computers, Language Learning and Language Teaching CUP 2 Brian K Williams, Sawyer and Huitchinson (1999) Using Information

Technology, McGraw Hill 3 Lyons,J.(2002)Language and Linguistics: An Introduction, CUP 4 Martin Atkinson, David Britain, Herald Clashsen , Andrew Spencer

(1999) Linguistics, CUP 5 William O’Grady, et al., (1997) Contemporary Linguistics: An Introduction

Semester I Critical Discourse Analysis (CDA) Aims The course introduced the students to the analysis of discourse in sociocultural and sociopolitical perspective. Contents

• Discourse as a social and political enterprise • Different Approaches to CDA. • Common Features of CDA • Fairclough’s critical discourse analysis

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Recommended Reading 1. Fairclough, F. N. Critical Discourse Analysis: the Critical Study of

Language. London: Longman. 2. Wodak, R. and Meyer, M. (eds). (2002). Methods of Critical Analysis. Semester I Language in Education Aims and Objectives The course aims to introduce students to broad issues in language and education to enable them to make informed decisions as future leaders in the TESOL profession.

• By the end of the courses the students will be able to: • Compare the language policy of their country with other countries and

understand its implications for the teaching of English, national and local languages

• Develop a range of perspectives to review the language in education situation in a country and its possible impacts on acces, equity, povety alleviation etc.

• Make informed choices for school/institutional level policies and practices

Contents

• Place of language in Education for All • Medium of instruction in bilingual/multilingual communities • Bilingual education programs • Role of majority and minority languages • Linguistic rights • Language and literacy

Methodology Reading seminars led by the tutor and/or students, country case studies Recommended Reading 1. Pennycook, A. (1996). English in the world/The world in English, in J.W.

Tollefson (1996) Power and Inequality in Language Education (pp.34-58). Cambridge: Cambridge University Press,

2. Phillipson, R. (1992).Linguistic Imperialism. Oxford: Oxford University Press.

3. Platt, J., Weber, H., & Ho, M. (1984). The New Englishes. London: Routledge, Kegan Paul.

4. Ricento, T. & Hornberger, N. (1996). Unpeeling the Onion: Language Planning and Policy and the ELT Professional. TESOL Quarterly 30:3, 401-428.

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5. Romaine, S. (1989). Bilingualism. Oxford: Basil Blackwell. 6. Schiffman, H.E. (1996). Linguistic Culture and Language Policy. London:

Routledge. 7. Prator, C. (1968). The British Heresy in TESL. In Language Problems in

Developing Nations. J.A. Fishman et al. Eds. New York: John Wiley. 8. Smith, L. (ed.) (1981). English for Cross-cultural Communication. New

York: Macmillan. 9. Strevens, P. (1982). World English and the Worlds Englishes or, Whose

Language is it Anyway? Journal of the Royal Society of Arts, June, pp. 418-31.

10. Bisong, J. (1995). Language Choice and Cultural Imperialism: A Nigerian Perspective. ELT Journal 49:2. 122-132.

Semester I

Pragmatics

Aims In this course students will be able to study factors that govern choice of language in social interaction and the effects of these choices on others. Contents

• Speech act theory – complex speech acts • Felicity conditions • Conversational implicature • The cooperative principle • Conversational maxims • Relevance • Politeness • Phatic tokens • Deixis

Recommended Reading

• Grice, H.P. (1989) Studies in the Way of Words, Harvard University Press

• Leech, G.N (1983) Principles of Pragmatics, Longman • Levinson, S. (1983) Pragmatics, Cambridge University Press • Levinson, S. (2000) Presumptive Meanings: The Theory of

Generalized Conversational Implicature, MIT Press • Verscheuren, J. (1999) Understanding Pragmatics, Arnold

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Semester I Stylistics Aims The aim of the course is to study the features of situationally distinctive varieties of language and to discover and describe the reasons for particular choices made by individual and social groups in their use of language. Contents

• Stylistics as a branch of linguistics • Style and Register • Linguistic Description • Conversational style • Scripted speech • Stylistic Analysis of a Variety of Written and Spoken Texts

Recommended Reading 1. Crystal, D. and Davy, D. 1969. Investigating English Style. London:

Longman. 2. Fowler, R. 1996. Linguistic Criticism ( 2nd ed.). Oxford: Oxford University

Press. 3. Halliday, M.A.K. 1990. Spoken and Written Language. Oxford: Oxford

University Press 4. Hoey, M. 2003. Textual Interaction. London: Routledge. 5. Leech, Geoffrey and Short, Michael. 1986. Style in Fiction. London:

Longman. 6. Thomas, Jenny. 1995. Meaning in Interaction. London: Longman. 7. Widdowson, Henry. 1992. Practical Stylistics. Oxford: Oxford University

Press.

Semester I

English Syntax

Aims The course will:

• Familiarise the students with descriptive techniques, theoretical concepts, and styles of argumentation associated with minimalist syntax; provide them with sufficient grounding in minimalist syntax to enable them to cope better with other courses (e.g. in Acquisition, Disorders or Psycholinguistics) which presuppose some background in minimalist syntax.

• Help them understand and appreciate the relation between linguistic theory and data.

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Contents The course provides a step-by-step, hands-on introduction to the minimalist theory of syntax developed by Noam Chomsky over the past ten years. Illustrative material will largely be drawn from varieties of English.

• Universal Grammar o principles and parameters o categories and features o X-Bar Theory

• Syntactic Structure • Merger; empty categories • Movement

o Head movement o Verb Movement o Negation o case and agreement o Operator Movement

• Economy Principle • Split projections

Recommended Reading 1. Chomsky, N. (2002) Introduction to Minimalist Syntax 2. Haegeman, L. (1994) Introduction to Government and Binding Theory,

Blackwell 3. Radford, A. (1997a) A Minimalist Introduction CUP 4. Radford, A. (1997b) Syntactic Theory and the Structure of English: A

Minimalist Approach. Cambridge University Press 5. Radford, A. Martin Atkinson,David Britain , H Clashsen , Andrew Spencer

(1999) Linguistics. CUP 6. William O’Grady, Michael Dobrovolsky,Francis Katamba. (1997)

Contemporary Linguistics: An Introduction. Semester I

Translation Studies Aims After completing the course students will be able to understand the complexities of translation from one language to the other – in this case from English to Urdu and from Urdu to English – through studying translations. They will be expected to demonstrate their knowledge and skills in translation. Contents

• Language, culture and society • The concept of universe of discourse • Linguistic relativity

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• Semantic competence • Comparative Morphology, Syntax, and Semantics • Translatability, Expressibility and Effability

Recommended Reading 1. Baker, Mona. 1992. In Other Words: A Coursebook on Translation.

London: Routledge. 2. Bell, Roger T. 1994. Translation and Translating. London: Longman. 3. de Beaugrande, Robert-Alain and Dressler, Wolfgang. 1983. Introduction

to Text Linguistics. London: Longman. 4. Catford, John C. 1965. A Linguistic Theory of Translation: an Essay on

Applied Linguistics. London: Oxford University Press. 5. Duff, Alan. 1991 (2004). Translation. Oxford: Oxford University Press. 6. Fawcett, Peter. 1997. Translation and Language: Linguistic Theories

Explained. Manchester: St Jerome Publishing. 7. Guenthner, F and Guenthner-Reutter (eds). 1978. Meaning and

Translation: Philosophical and Linguistic Approaches. London: Duckworth.

8. Kenny, Dorothy. 1998. “Equivalence,” in the Routledge Encyclopaedia of Translation Studies, edited by Mona Baker, London and New York: Routledge, 77-80.

9. Nida, Eugene A. 1964. Towards a Science of Translatin. Leiden: E. J. Brill.

10. Nida, Eugene A. and C. R.Taber. 1982. The Theory and Practice of Translation. Leiden: E. J. Brill.

11. Kussmaul, Paul. 1995. Training the Translator. John Benjamins Publishing Co.

12. Kress, Gunther. 1989. Linguistic Process in Sociocultural Practice (2nd Ed). Oxford: Oxford University Press.

13. Newmark, Peter. 1995. A Textbook of Translation. Library of Congress: Cataloguing-in-Publication Data.

Semester II Quantitative Research Methods Aims The aims of this course are to enable the student to:

• Be familiar with selected research techniques and approaches within the quantitative research paradigm;

• Develop an understanding of basic concepts underlying the use of statistics;

• Develop an understanding of ways of constructing, analyzing and reporting quantitative data;

• Use SPSS for analysis of data; and

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• Understand and use ethical issues at all stages of the research process.

Contents

• The Logic of Quantitative Research • Definitions and approaches, surrounding quantitative research • Examine the philosophical issues, concepts and debates that underpin

a quantitative approach • Consider some of the key differences between a quantitative and

qualitative approach • The logic of induction/deduction in social science research

Experimental Design

• Components of Experimental Design • Internal validity/threats to internal validity • Ruling out Alternative Explanations • Types of Experimental Designs • Issues in Experimental design—methodological, practical and ethical

Sampling and Survey Design

• Survey design and different types of surveys • Sampling: the need for it, different techniques of sampling • Sample/population • Probability sampling/different types • The construction of questionnaires

Introduction to Statistics and SPSS

• Descriptive Statistics • Inferential Statistics

Quantitative Analysis with Descriptive Statistics

• Kinds of variables and levels of measurement • Different techniques of presenting quantitative data • Data summary measures • Frequency Distribution • Measures of Central Tendency and Dispersion • Measures of Normality • Percentages/proportions • Index/rate

Quantitative Analysis with Measures of Association - Relationships

• Nature • Direction • Analysis

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- Measures of Association • Correlation • Scatter plots

- Quantitative Analysis with Descriptive Statistics, How to interpret Group differences?

• T-test • Analysis of Variance (ANOVA) for Group Comparison • Predictions About Relationships in the Real World

- Regression Analysis • Simple Linear Regression • Multiple regression

Recommended Reading 1. Abelson, R. P. (1995). Statistics as Principled Argument. Hillsdale, NJ:

Lawrence Erlbaum Associates. 2. Gorard, S. (2001). Quantitative Methods in Educational Research.

London: Continuum. 3. Field, A. and Graham Hole. (2003). How to Design and Report

Experiments. Sage. 4. Blaikie, N. (2003). Analysing Quantitative Data: From Description to

Explanation. Thousand Oaks, CA: Sage. 5. Byrne, D. (2003). Interpreting Quantitative data. Thousand Oaks, CA:

Sage. 6. Black, T. R. (1999). Doing Quantitative Research in the Social Sciences:

An Integrated Approach to Research Design, Measurement, and Statistics. London, UK: Sage.

7. Edwards, A. L. (1984). An Introduction to Linear Regression and Correlation. 2nd ed. New York: Freeman.

8. Edwards, A. L. (1985). Multiple Regression and the Analysis of Variance and Covariance. 2nd ed. New York: Freeman.

9. Field, A. and Graham, H. (2003) How to Design and Report Experiments. Sage. pp.172-231.

10. Fink, A. (2002). How to Analyze Survey Data. Sage. 11. Glass, G. V, & Hopkins, K. D. (1996). Statistical Methods in Education

and Psychology. 3rd ed. Needham Heights, MA: Allyn and Bacon. 12. Grimm, L. G. & Yarnold, P. R. (1995). Reading and Understanding

Multivariate Statistics. Washington DC: American Psychological Association.

13. Hatch & Lazarton (1991). Quantitative Research Design for Applied Linguistics.

14. Huck, S. W. (2004). Reading Statistics and Research. 4th ed. Boston, MA: Allyn and Bacon.

15. Keppel, G. (1982). Design and Analysis: A Researcher’s Handbook. 2nd ed. Englewood Cliffs NJ: Prentice-Hall.

16. Kerlinger, F. N. (1979). Behavioral Research: A Conceptual Approach. Forth Worth TX: Holt, Rinehart and Winston.

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17. Muijs, D. (2004). Doing Quantitative Research in Education with SPSS. London: Sage.

18. Norusis, M. J. (2004). SPSS 12.0 Guide to Data Analysis. Upper Saddle River, NJ: Prentice Hall.

19. Pedhazur, E.J., & Schmelkin, L.P. (1991). Measurement, Design, and Analysis: An Integrated Approach. Hillsdale, NJ: Lawrence Erlbaum Associates.

20. Phillips, D. C. (1992). The Social Scientist’s Bestiary. Oxford UK: Pergamon.

21. Salknd, Nel. J. (2004). Statistics for People Who (think they) Hate Statistics. London: Sage.

22. Snijders, T. & Bosker, R. (2002). Multilevel Analysis: An introduction to Basic and Advanced Multilevel Modelling. Sage.

23. Tabachnick, B. G. & Fidell, L. S. (2001). Using Multivariate Statistics. 4th ed. New York: HarperCollins.

24. Wright, D.B. (1997). Understanding Statistics: An Introduction for the Social Sciences. London: Sage.

Semester II Bilingualism Aims

• To determine the nature of language change and multilingualism • To understand the nature of languages in contact situation • To understand different types of bilingualism and their functions in

society Contents

• Importance of the Study of Bilingualism • Reasons/Causes of Bilingualism • Bilingualism around the world and in Pakistan - a typology • Language Contact & Consequences – Borrowing, Convergence,

Semilingualism • Language Choice (Diglossia; Polyglossia; Code-Switching) • The Politics of Bilingualism and Bilingual Education.

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Recommended Reading 1. Auer, Peter. (ed.) 1998. Code-Switching in Conversation: Language,

Interaction, and Identity. London: Routledge. 2. Auer, Peter. 1984. Bilingual conversation. Amsterdam: Benjamins

Publishing Company. 3. Baker, Colin and Prys, Jones, Sylvia (eds.). 1998. Encyclopedia of

bilingualism and bilingual education. Clevedon: Multilingual Matters. 4. Baker, Colin. 1996. Foundations of bilingual education and bilingualism.

2nd ed. Clevedon: Multilingual Matters. 5. Grosjean, François. 1982. Life with Two Languages: An Introduction to

Bilingualism. Cambridge, MA: Harvard University Press. 6. Heller, Monica and Martin-Jones, Marilyn (eds.). 2001. “Voices of

Authority: Education and Linguistic Difference.” Contemporary Studies in Linguistics and Education, vol. 1. Westport, CT: Ablex Publishing.

7. Jacobson R. (Ed.). 1998. Codeswitching Worldwide. Berlin: Mouton de Gruyter.

8. Kaye, Alan and Edwards, John 1999. Multilingualism. London: Routledge.

9. Milroy, Lesley and Muysken, Pieter (eds). 1995. One Speaker, Two Languages: Cross-disciplinary Perspective on Code-switching. Cambridge: Cambridge University Press.

10. Romaine, Suzanne. Bilingualism. Blackwell: Oxford, 1995. Semester II Cross-Cultural Communication

Aims The aim of this course is to foster an awareness and appreciation of cultural differences that exist among people belonging to diverse cultures. The awareness gained through this course can, in turn, increase intercultural communicative competence of learners.

Contents • Introduction to Intercultural Communication • Theoretical perspectives that help to explain interactions between

members of different cultures. • Current literature and prevailing concepts in the field of cross-cultural

communication • Principles to improve intercultural communication. • Strategies to avoid communication breakdown among people of diverse

cultures • Cultural diversity • Influence of culture on communication • Anxiety in Intercultural Encounters

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• Barriers to Intercultural Communication • Sources of Intercultural Miscommunication • Strategies to improve Intercultural Communication • Cross-cultural adaptation • Multicultural Collaboration

Recommended Reading 1. Anderson, R. and Ross, V. 1998. Questions of Communication: A Practical

Introduction to Theory (second edition). New York: St. Martin’s Press 2. Chick, K. J. 1996. “Intercultural Communication.” In McKay, L. S. and

Hornberger, H. N. Eds. Sociolinguistics and Language Teaching. CUP 3. Griffin, E. 2000. A First Look at Communication Theory (third edition). New

York: McGraw Hill 4. Gumperz, J. and Roberts, C. 1980. Developing Awareness Skills for Interethnic

Communication. Occasional Papers No: 12. Singapore: Seamo Regional Language Centre

5. Hornberger, N. 1993. “Review of Cultural Communication and Intercultural Contact.” in (D. Carbaugh, Ed.) Language in Society. 22. Pp. 300-304.

6. Wolfson, N. 1992. “Intercultural Communication and the Analysis of Conversation.” In R. K. Herbert. Ed. Language and Society in Africa. Pp.197-214. Johannesburg: University of the Witwatersand Press.

Semester II

English for Specific Purposes (ESP)

Aims The basic aim of this course is to teach the learners how to design and implement ESP programme for a group of students in a particular occupational or academic setting. Another aim is to examine classroom practices for effective ESP instruction. Course Objectives: By the end of the course, students will:

• Develop an understanding of the major issues of concern for ESP practitioners;

• Become aware of the methods currently practised in the teaching of ESP; • Be able to conduct needs analysis of the students they are designing the

syllabus for; • Be able to adapt or create authentic ESP material in a chosen professional or

occupational area. Course Contents:

• Introduction to ESP • Historical and theoretical perspectives on ESP

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• Conducting needs analysis (setting general goals and specific objectives)Course and Materials: evaluation, design and development

• Assessment of ESPEvaluation of ESP programs • Issues in ESP • Approaches to text analysis (register, discourse, and genre analysis)

Recommended Reading 1. Barron, C. (2003). “Problem solving and ESP: Themes and Issues in a

Collaborative Teaching Venture. In English for Specific Purposes, 22. 297-314. 2. Dudley-Evans, T. & Bates, M. (1987). “The Evaluation of an ESP Textbook.” In

L. E. Sheldon. Ed. ELT Textbooks and Materials: Problems in Evaluation and Development. ELT Documents 126.

3. Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific Purposes. Cambridge: CUP

4. Fanning, P. 1993. “Broadening the ESP Umbrella.” English for Specific Purposes. 12 (2).

5. Holliday, A. and T. Cooke. 1982. “An Ecological Approach to ESP.” In Lancaster Practical Papers in English Language Education. 5 (Issues in ESP). University of Lancaster.

6. Johns, A.M and T. Dudley-Evans. 1991. “English for Specific Purposes: International in Scope, Specific in Purpose.” In TESOL Quarterly. 25 (2).

7. McDonough, J. 1984. ESP in Perspective: A Practical Guide. London: Collins. 8. Okoye, I. 1994. “Teaching Technical Communication in Large Classes.”

English for Specific Purposes. 13 (3) 9. Widdowson, H.G. 1981. English for Specific Purposes: criteria for course

design. In L.Selinker, E. Tarone and V.Hamzeli (Eds.) English for Academic and Technical Purposes. Rowley, Mass: Newbury.

10. Swales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press. Semester II ELT Management Aims It aims to provide students:

• A foundation in the theory and practice of personnel management, project management, quality management and general management skills.

• Appropriate frameworks to initiate, promote and sustain ELT projects.

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Contents • Management and Managing • Organisation and Project Management • Managing Financial Resources • Human Resource Management and Communication • Client and Customer Service/Quality Management • Academic Management • Performance Management • Local concerns in ELT Management

Recommended Reading 1. Barrett, Ralph Pat. Ed. 1983. The Administration of Intensive English

Language Programs. 2. Cartin, T. J. 1999. Principles and Practices of Organizational

Performance Excellence. Milwaukee: ASQ Quality Press 3. Chenard, S. 1996. “Standards of Excellence: Managing an EFL

Department.” English Teaching Forum, 34, 2: 14-17 4. Christison, Mary Ann and Fredricka Stoller. 1997. A Handbook for

Language Program Administrators. Burlingame, CA: Alta Book Center 5. ELT Management. Newsletter of the IA TEFL Management: Special

Interest Group. 1993 6. Waites, C. and C. Wild. 1992. “Applying Leadership Theory to

Management in TESOL.” EA Journal. 10:2. 8-16 7. Hall, D. R. 1997. “Why Projects Fail.” In Brian Kenny and William

Savage (eds). Language and Development: Teachers in a Changing World. London: Longman

8. Kennedy, Chris. 1988. “Evaluation of the Management of Change in ELT Programs.” In Applied Linguistics. 9:4. 329-42

9. Rea-Dickens, Pauline and Kevin P. Germaine. 1998. Managing Evaluation and Innovation in Language Teaching: Building Bridges. New York: Longman

10. White, Ron, Mervyn Martin, Mike Stimson and Robert Hodge. 1991. Management in English Language Teaching. Cambridge: Cambridge University Press

11. Bacal, Robert. 1999. Performance Management. New York: McGraw Hill 12. Edis, Martin. 1995. Performance Management and Staff Appraisal.

London: Kogan Page

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Semester II Language and Gender Aims The goals of this course are to:

• Introduce students to a wide range of linguistic analyses of language used by and used about women and men

• Examine models of explanation for gender differences • Enable students to explore gender in the structure and use of language

at different levels of linguistic analysis (speech style/pronunciation, vocabulary, sentence construction, discourse) and in different social and cultural) contexts.

Contents This course explores:

• The relationships between language, gender, and society: In what ways do men and women use language differently? How do these differences reflect and/or maintain gender roles in society? understand the primary linguistic approaches to the topic of gender and language

• Appreciate the past history of the subject as well as the present issues and controversies which dominate the field.

• While the course takes primarily a linguistic perspective, it will also draw on insights from anthropology, sociology, psychology, and women's studies.

Recommended Reading 1. Coates, J. (1986). Women, Men and Language. Longman: London. 2. Graddol, D. and J. Swann. (1989). Gender Voices. Blackwell: Oxford,

UK. 3. King, R. (1991). Talking Gender: A Guide to Non-Sexist Communication.

Copp Clark Pitman Ltd.: Toronto 4. Tannen, Deborah (1990) You Just Don’t Understand. New York:

Ballantine Books. (YJDU) 5. Johnson, Sally and Ulrike Hanna Meinhof (1997) Language and

Masculinity. Oxford: Blackwell. (LAM) 6. Hall, Kira, and Mary Bucholtz. Eds. Gender Articulated. New York:

Routledge, 1995. 7. Tannen, Deborah. Ed. Gender and Conversational Interaction. New

York: O UP, 1993. 8. Thorne, Barrie, Cheris Kramarae, and Nancy Henley. Eds.

Language,Gender, and Society. Rowley, MA: Newbury, 1983.

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9. Nilsen, Alleen Pace, Haig Bosmajian, H. Lee Gershuny, and Julia P. Stanley. Sexism and Language. Urbana, IL: NCTE, 1977.

10. Roman, Camille, Suzanne Juhasz, and Cristanne Miller. Eds. The Women & Language Debate: A Sourcebook. New Brunswick, NJ: Rutgers UP, 1994

11. Frank, Francine Wattman, and Paula A. Treichler. Language, Gender and Professional Writing. New York: MLA, 1989

Semester II Language, Culture and Identity Aims

• To develop a better understanding of what constitutes identity and how it is related to language and culture

• To reconceptualize views of language, literacy and cultural practices within different contexts

• To value diversity and reject discrimination Contents

• Relationship between language and culture • Role of language and culture in the formation of identity • Types of identity: Religious; Ethnic; Linguistic; Cultural; National • The issue of identity in multicultural societies • Identity Crisis • Language Attitudes • Ethnic conflicts • Linguistic conflicts • Problems of linguistic inequality • Linguistic imposition • Culture shock

Recommended Reading 1. Edwards, J. (2004). “Bilingualism: Contexts, Constraints, and Identities.”

In the Journal of Language and Social Psychology. Vol. 23 2. Edwards, J. (1985). Language, Society and Identity. Oxford: Basil

Blackwell. 3. Royce, A. P. (1982). Ethnic Identity: Strategies of Diversity. Bloomington:

Indiana.

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Semester II Teaching and Learning English in Large Classes Aims The aim of this course is twofold: 1) to review current research on class size to identify the issues in teaching and learning in large classes; and 2) to explore techniques and strategies for teaching English in large classes. Contents

• Research on class size o What is large class? Why do large classes occur? o Does class size affect learning and achievement? o Teacher-learner behavior and classroom processes in small and

large classes o Learner strategies in large classes o Teacher’s view of and response to large classes o Methodological issues in research on large classes

• Rethinking teaching and learning of English in large classes o Teaching the language skills o Group work o Materials and resources o Assessment procedures o Approaches to the management of large classes

• The class size question: Politics and/or pedagogy?

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Recommended Reading 1. Shamim, F. (1994). “Teachers and Learners Beliefs about Large and

Smaller Size Classes in Pakistan.” In the Journal of English Language Teaching and Studies. 1 (2)

2. Weimer, M. G. Ed. (1987). Teaching Large Classes Well. London: Jossey-Bass.

3. Coleman, H. (1987). “Little Tasks Make Large Returns: Language Teaching in Large Crowds.” In Murphy, D. & Candlin, C. N. (Eds.), Task and Exercise Design. (Lancaster Practical papers in English Language Education, 7) London: Prentice-Hall. 21-145.

4. Biddle, B.J. & Berliner, D.C. (2002). “Small Class.” Educational Leadership. 12-23,

5. Biggs, J. (2004). Teaching for Quality Learning at University. UK: Open UP. Chap 6.

6. Blatchford, P. (2003). The Class Size Debate: Is Small Better? Philadelphia: Open UP.

7. Blatchford P, Bassett, P. & Goldstein, H. (2003). Are Class Size Differences Related to Pupils’ Educational Progress and Classroom Processes?” From the Institute of Education Class Size Study of Children Aged 5-7 years. British Educational Research. 29 (5)

8. O’ Sullivan, M. C. (2006). “Teaching Large Classes: The International Evidence and a Discussion of Some Good Practice in Ugandan Primary Schools.” International Journal of Educational Development. 24-37

9. Research Points. (2003). Class size: Counting Students Can Count. Essential Information for Education Policy. 1 (2).

10. Teaching Large Classes Project 2001. (2003) Australian Universities Teaching Committee (AUTC): Teaching and Educational Development Institute

11. Urquiola, M. (2000) Identifying Class Size Effects in Developing Countries: Evidence from Rural Schools in Bolivia. Development Research Group. The World Bank

12. Wilcockson, D. A. & Wilcockson, M. A. (2002). “Does Class Size Matter?” Education Today. 51 (3): 15-21

Semester II Technology in Language Teaching Aims To introduce students to the diverse uses of technology in the context of English language learning Contents

• Computer assisted language learning (CALL)

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• Introduction to essential computer applications • Effective uses of internet resources in the language class • Using e-mail in the language curriculum • Use of multi-media in the language class • Use of audio-visual and web resources • Developing a web-site

Recommended Reading 1. Boswood, T. (Ed.). (1998). New Ways of Using Computers in Language

Teaching. Alexandria, VA: Teachers of English to Speakers of Other Languages.

2. Ely, P. (1984). Bring the Lab Back to Life. Oxford: Pergamon Press. 3. Hanson-Smith, E. Technology in the Classroom. Alexandria, VA:

Teachers of English to Speakers of Other Languages. 4. Hardisty, D., & Windeatt, S. CALL. Oxford: Oxford University Press. 5. Healey, D., & Johnson, N. (Eds.). (1997). CALL IS Software List.

Alexandria, VA: Teachers of English to Speakers of Other Languages 6. Lomicka, L, & Cooke-Plagwitz, J. (Eds) (2003) Teaching with

Technology. Heinle and Heinle. 7. Stempleski, S., & Arcario, P. (Eds.). (1992). Video in Second Language

Teaching: Using, Selecting, and Producing Video for the Classroom. Alexandria, VA: Teachers of English to Speakers of Other Languages.

8. Stempleski, S., & Tomalin, B. (1990). Video in Action. New York: Prentice Hall.

9. Teachers of English to Speakers of Other Languages. (1996). Computer-Enhanced ESL/EFL Language Instruction Archive. Alexandria, VA.

10. Warschauer, M. (1995). E-Mail for English Teaching. Alexandria, VA: Teachers of English to Speakers of Other Languages.

11. Beauvois, Margaret Healy. “Computer-Mediated Communication: Technology for Improving Speaking and Writing.” Bush and Terry. 165-84.

12. Bush, Michael D., and Robert M. Terry. Eds. Technology-Enhanced Language Learning. Lincolnwood: Natl. Textbook, 1997.

13. Chun, Dorothy M., and Jan L. Plass. Cyberbuch. CD-ROM. New York: St. Martin’s, 1997.

14. Joiner, Elizabeth. “Teaching Listening: How Technology Can Help.” Bush and Terry. 77-120.

15. Kassen, Margaret Ann, and Christopher J. Higgins. “Meeting the Technology Challenge: Introducing Teachers to Language-Learning Technology.” Bush and Terry 263-85.

16. Martinez-Lage, Ana. “Hypermedia Technology and the Teaching of Reading.” Bush and Terry. 121-63.

17. Scott, Virginia. “Exploring the Link between Teaching and Technology: An Approach to TA Development.” New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education. Ed. Judith A.

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Muyskens. AAUSC Issues in Language Program Direction. Boston: Heinle, 1998. 3-17.

18. Walz, Joel. “Meeting Standards for Foreign Language Learning with World Wide Web Activities.” Foreign Language Annals 31.1 (1998): 103-14.

APPLIED LINGUISTICS (02 YEARS PROGRAM)

YEAR – 02

RESEARCH WORK Semester III & IV Thesis Writing

This one-year writing process and 12 CH course means serious research work. The candidates will compose a research paper of about 20,000 to 25,000 words on a topic of choice in Applied Linguistics.

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RECOMMENDATIONS This course does not guarantee success by its own. Rather its

effectiveness depends on many factors i.e. trained faculty, availability of resources, and regular courses and workshops to bring the participants abreast of the latest developments.

These assumptions have been framed in the form of recommendations

given below. Needless to say the implementation of these recommendations would go a long way in ensuring the effective implementation of this course.

Specific Recommendations:

1. Enhancement of intensive and extensive Teachers Training, in-country and abroad, in the fields mentioned below and other areas where the universities lack in required expertise:

• Curriculum and Syllabus Design for English • Methods and Methodologies for teaching English (particularly in

large classes) • Training of the university and college teachers into newly

introduced areas of study, like new trends in Literary Criticism and Theory, Research and Bibliographic Methods for Literature, Gender and Literacy Studies and Computer Assisted Language Learning.

• Autonomous yet responsible ways of assessment and grading In this context HEC may identify and utilize the services of the current trained expertise (e.g. human resources already developed under the UGC/ DIFD ten year program 1983-1992). It is proposed that the HEC should conduct a two-day seminar of the trained teachers of HEC (UGC) and introduce the BS (and MS) program to a wide range of university and college teachers through the identified Master Trainers

2. Ensuring the Availability of essential infrastructure in the form of resources. This includes faculty, library availability and expansion, provision of technological facilities

3. Maintaining equal standards across the English departments of the universities; HEC may also facilitate coordination amongst the literature, language, and linguistic components of these departments. The NCRC (English) 2005-06 and 2008 is one example of the type of collaboration possible in course design and implementation.

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4. Improvement of the current examination and evaluation system in English by aligning the exam system with the proposed curriculum and innovative methodology of teaching and learning English.

5. Curriculum Orientation programs for university faculty should be funded by HEC (One of the members of NCRC should be present). These could be 0ne to two week workshops at respective universities organized at convenient timings for the faculty.

6. In order to facilitate the implementation of this curriculum, individual

universities may request HEC to ensure the provision of basic resources particularly books and faculty to teach these courses. It is recommended that HEC should launch some projects for the development/provision of learning material for the recommended courses.

7. Assessment guidelines should be prepared to assist the teachers to align

testing to the curriculum objectives.

8. There should be a process for ongoing evaluation of the course including action research, student evaluation.

9. Also, in the HEC framework for the BS four-year program, students study the

major courses in the third year. However, the universities may design and offer optional/remedial courses for the students of the existing two-year BA program according to their available resources. In addition, the universities should recommend the same course for affiliated colleges.

10. The NCRC strongly recommends that there should be a common

nomenclature for the four-year undergraduate degree program i.e. BS (English) across all universities in Pakistan.

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Annexure “A”

Pakistan Studies (Compulsory) (A Compulsory Subject for Degree Students)

Introduction / Objectives Objectives

• Develop vision of historical perspective, government, politics, contemporary Pakistan, ideological background of Pakistan.

• Study the process of governance, national development, issues arising in the modern age and posing challenges to Pakistan.

Course Outline

1. Historical Perspective a. Ideological rationale with special reference to Sir Syed Ahmed Khan,

Allama Muhammad Iqbal and Quaid-i-Azam Muhammad Ali Jinnah. b. Factors leading to Muslim separatism c. People and Land

i. Indus Civilization ii. Muslim advent iii. Location and geo-physical features.

2. Government and Politics in Pakistan

Political and constitutional phases: a. 1947-58 b. 1958-71 c. 1971-77 d. 1977-88 e. 1988-99 f. 1999 onward

3. Contemporary Pakistan a. Economic institutions and issues b. Society and social structure c. Ethnicity d. Foreign policy of Pakistan and challenges

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e. Futuristic outlook of Pakistan

Books Recommended 1. Burki, Shahid Javed. State & Society in Pakistan, The Macmillan Press

Ltd 1980. 2. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford

University Press, 2000. 3. S.M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical

analysis. Karachi: Oxford University Press, 1993. 4. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore,

1994. 5. Wilcox, Wayne.The Emergence of Banglades., Washington: American

Enterprise, Institute of Public Policy Research, 1972. 6. Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-

Islamia, Club Road, nd. 7. Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad: Institute

of Policy Studies, Islamabad. 8. Ziring, Lawrence. Enigma of Political Development. Kent England:

WmDawson & sons Ltd, 1980. 9. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company,

1980. 10. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad:

National Institute of Historical and cultural Research, 1998. 11. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton

Mifflin, 1967. 12. Aziz, K.K. Party, Politics in Pakistan, Islamabad: National Commission

on Historical and Cultural Research, 1976. 13. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard,

1987. 14. Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad:

National Commission on Historical and Cultural Research, 1993.

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Annexure “B” ISLAMIC STUDIES

(Compulsory) Objectives: This course is aimed at: 1 To provide Basic information about Islamic Studies 2 To enhance understanding of the students regarding Islamic Civilization 3 To improve Students skill to perform prayers and other worships 4 To enhance the skill of the students for understanding of issues related to

faith and religious life. DETAIL OF COURSES INTRODUCTION TO QURANIC STUDIES

1) Basic Concepts of Quran 2) History of Quran 3) Uloom-ul -Quran

STUDY OF SELLECTED TEXT OF HOLLY QURAN

1) Verses of Surah Al-Baqra Related to Faith(Verse No-284-286) 2) Verses of Surah Al-Hujrat Related to Adab Al-Nabi

(Verse No-1-18) 3) Verses of Surah Al-Mumanoon Related to Characteristics of faithful (Verse

No-1-11) 4) Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77) 5) Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)

STUDY OF SELLECTED TEXT OF HOLLY QURAN

1) Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6,21,40,56,57,58.)

2) Verses of Surah Al-Hashar (18,19,20) Related to thinking, Day of Judgment 3) Verses of Surah Al-Saf Related to Tafakar,Tadabar (Verse No-1,14)

SEERAT OF HOLY PROPHET (S.A.W) I

1) Life of Muhammad Bin Abdullah ( Before Prophet Hood) 2) Life of Holy Prophet (S.A.W) in Makkah 3) Important Lessons Derived from the life of Holy Prophet in Makkah

SEERAT OF HOLY PROPHET (S.A.W) II

1) Life of Holy Prophet (S.A.W) in Madina 2) Important Events of Life Holy Prophet in Madina 3) Important Lessons Derived from the life of Holy Prophet in Madina

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INTRODUCTION TO SUNNAH

1) Basic Concepts of Hadith 2) History of Hadith 3) Kinds of Hadith 4) Uloom –ul-Hadith 5) Sunnah & Hadith 6) Legal Position of Sunnah

SELLECTED STUDY FROM TEXT OF HADITH INTRODUCTION TO ISLAMIC LAW & JURISPRUDENCE

1) Basic Concepts of Islamic Law & Jurisprudence 2) History & Importance of Islamic Law & Jurisprudence 3) Sources of Islamic Law & Jurisprudence 4) Nature of Differences in Islamic Law 5) Islam and Sectarianism

ISLAMIC CULTURE & CIVILIZATION

1) Basic Concepts of Islamic Culture & Civilization 2) Historical Development of Islamic Culture & Civilization 3) Characteristics of Islamic Culture & Civilization 4) Islamic Culture & Civilization and Contemporary Issues

ISLAM & SCIENCE

1) Basic Concepts of Islam & Science 2) Contributions of Muslims in the Development of Science 3) Quranic & Science

ISLAMIC ECONOMIC SYSTEM

1) Basic Concepts of Islamic Economic System 2) Means of Distribution of wealth in Islamic Economics 3) Islamic Concept of Riba 4) Islamic Ways of Trade & Commerce

POLITICAL SYSTEM OF ISLAM

1) Basic Concepts of Islamic Political System 2) Islamic Concept of Sovereignty 3) Basic Institutions of Govt. in Islam

ISLAMIC HISTORY

1) PERIOD OF KHLAFT-E-RASHIDA 2) PERIOD OF UMMAYYADS 3) PERIOD OF ABBASIDS

SOCIAL SYSTEM OF ISLAM

1) BASIC CONCEPTS OF SOCIAL SYSTEM OF ISLAM 2) ELEMENTS OF FAMILY 3) ETHICAL VALUES OF ISLAM

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REFERENCE BOOKS: 1) Hameed ullah Muhammad, “Emergence of Islam” , IRI,

Islamabad 2) Hameed ullah Muhammad, “Muslim Conduct of State” 3) Hameed ullah Muhammad, ‘Introduction to Islam 4) Mulana Muhammad Yousaf Islahi,” 5) Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” leaf

Publication Islamabad, Pakistan. 6) Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research Institute, International Islamic University, Islamabad (1993) 7) Mir Waliullah, “Muslim Jrisprudence and the Quranic Law of Crimes” Islamic Book Service (1982) 8) H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & Deep Publications New Delhi (1989) 9) Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia” Allama Iqbal Open University, Islamabad (2001)

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Annexure “C” Note: One course will be selected from the following six courses of

Mathematics.

BS COMPULSORY MATHEMATICS COURSES

(FOR STUDENTS NOT MAJORING IN MATHEMATICS) 1. MATHEMATICS I (ALGEBRA)

Prerequisite(s): Mathematics at secondary level Credit Hours: 3 + 0 Specific Objectives of the Course: To prepare the students, not majoring in mathematics, with the essential tools of algebra to apply the concepts and the techniques in their respective disciplines. Course Outline: Preliminaries: Real-number system, complex numbers, introduction to sets, set operations, functions, types of functions. Matrices: Introduction to matrices, types, matrix inverse, determinants, system of linear equations, Cramer’s rule. Quadratic Equations: Solution of quadratic equations, qualitative analysis of roots of a quadratic equations, equations reducible to quadratic equations, cube roots of unity, relation between roots and coefficients of quadratic equations. Sequences and Series: Arithmetic progression, geometric progression, harmonic progression. Binomial Theorem: Introduction to mathematical induction, binomial theorem with rational and irrational indices. Trigonometry: Fundamentals of trigonometry, trigonometric identities. Recommended Books: 1. Dolciani MP, Wooton W, Beckenback EF, Sharron S, Algebra 2 and

Trigonometry, 1978, Houghton & Mifflin, 2. Boston (suggested text) 3. Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-Kent

Company, Boston 4. Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition),

1986, PWS-Kent Company, Boston

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2. MATHEMATICS II (CALCULUS)

Prerequisite(s): Mathematics I (Algebra) Credit Hours: 3 + 0 Specific Objectives of the Course: To prepare the students, not majoring in mathematics, with the essential tools of calculus to apply the concepts and the techniques in their respective disciplines. Course Outline: Preliminaries: Real-number line, functions and their graphs, solution of equations involving absolute values, inequalities. Limits and Continuity: Limit of a function, left-hand and right-hand limits, continuity, continuous functions. Derivatives and their Applications: Differentiable functions, differentiation of polynomial, rational and transcendental functions, derivatives. Integration and Definite Integrals: Techniques of evaluating indefinite integrals, integration by substitution, integration by parts, change of variables in indefinite integrals. Recommended Books: 1. Anton H, Bevens I, Davis S, Calculus: A New Horizon (8th edition), 2005,

John Wiley, New York 2. Stewart J, Calculus (3rd edition), 1995, Brooks/Cole (suggested text) 3. Swokowski EW, Calculus and Analytic Geometry, 1983, PWS-Kent

Company, Boston 4. Thomas GB, Finney AR, Calculus (11th edition), 2005, Addison-Wesley,

Reading, Ma, USA 3. MATHEMATICS III (GEOMETRY) Prerequisite(s): Mathematics II (Calculus) Credit Hours: 3 + 0 Specific Objectives of the Course: To prepare the students, not majoring in mathematics, with the essential tools of geometry to apply the concepts and the techniques in their respective disciplines. Course Outline: Geometry in Two Dimensions: Cartesian-coördinate mesh, slope of a line, equation of a line, parallel and perpendicular lines, various forms of equation of a line, intersection of two lines, angle between two lines, distance between two points, distance between a point and a line.

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Circle: Equation of a circle, circles determined by various conditions, intersection of lines and circles, locus of a point in various conditions. Conic Sections: Parabola, ellipse, hyperbola, the general-second-degree equation. Recommended Books: 1. Abraham S, Analytic Geometry, Scott, Freshman and Company, 1969 2. Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-Kent

Company, Boston 3. Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition),

1986, PWS-Kent Company, Boston

4. RSE FOR NON-MATHEMATICS MAJORS IN SOCIAL SCIENCES

Title of subject: MATHEMATICS Discipline : BS (Social Sciences). Pre-requisites : SSC (Metric) level Mathematics; Credit Hours : 03 + 00 Minimum Contact Hours: 40 Assessment : written examination; Effective: 2008 and onward Aims : To give the basic knowledge of Mathematics and prepare the

students not majoring in mathematics. Objects : After completion of this course the student should be able to:

• Understand the use of the essential tools of basic mathematics;

• Apply the concepts and the techniques in their respective disciplines;

• Model the effects non-isothermal problems through different domains;

Contents : 1. Algebra : Preliminaries: Real and complex numbers, Introduction to

sets, set operations, functions, types of functions. Matrices: Introduction to matrices, types of matrices, inverse of matrices, determinants, system of linear equations, Cramer’s rule. Quadratic equations: Solution of quadratic equations, nature of roots of quadratic equations, equations reducible to quadratic equations. Sequence and Series: Arithmetic, geometric and harmonic progressions. Permutation and combinations: Introduction to permutation and combinations, Binomial Theorem: Introduction to binomial theorem. Trigonometry: Fundamentals of trigonometry, trigonometric

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identities. Graphs: Graph of straight line, circle and trigonometric functions.

2. Statistics: Introduction: Meaning and definition of statistics, relationship of statistics with social science, characteristics of statistics, limitations of statistics and main division of statistics. Frequency distribution: Organisation of data, array, ungrouped and grouped data, types of frequency series, individual, discrete and continuous series, tally sheet method, graphic presentation of the frequency distribution, bar frequency diagram histogram, frequency polygon, cumulative frequency curve. Measures of central tendency: Mean medium and modes, quartiles, deciles and percentiles. Measures of dispersion: Range, inter quartile deviation mean deviation, standard deviation, variance, moments, skewness and kurtosis.

Recommended Books: 1. Swokowski. E. W., ‘Fundamentals of Algebra and Trigonometry’, Latest

Edition. 2. Kaufmann. J. E., ‘College Algebra and Trigonometry’, PWS-Kent

Company, Boston, Latest Edition. 3. Walpole, R. E., ‘Introduction of Statistics’, Prentice Hall, Latest Edition. 4. Wilcox, R. R., ‘Statistics for The Social Sciences’,

5. HEMATICS FOR CHEMISTRY

Credit Hours: 3 Prerequisites: Mathematics at Secondary level Specific Objectives of Course: To prepare the students not majoring in mathematics with the essential tools of Calculus to apply the concepts and the techniques in their respective disciplines. Course Outline: Preliminaries: Real Numbers and the Real Line, Functions and their graphs: Polynomial Functions, Rational Functions, Trigonometric Functions, and Transcendental Functions. Slope of a Line, Equation of a Line, Solution of equations involving absolute values, Inequalities. Limits and Continuity: Limit of a Function, Left Hand and Right Hand Limits, Continuity, Continuous Functions. Derivatives and its Applications: Differentiation of Polynomial, Rational and Transcendental Functions, Extreme Values of Functions. Integration and Indefinite Integrals: Integration by Substitution, Integration by Parts, Change of Variables in Indefinite Integrals. Least-Squares Line.

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Recommended Books: 1. Thomas, Calculus, 11th Edition. Addison Wesley publishing company,

2005. 2. H. Anton, I. Bevens, S. Davis, Calculus, 8th edition, Jhon Willey & Sons,

Inc. 2005. 3. Hughes-Hallett, Gleason, McCallum, et al, Calculus Single and

Multivariable, 3rd Edition. John Wiley & Sons, Inc. 2002. 4. Frank A.Jr, Elliott Mendelson, Calculus, Schaum’s Outline Series, 4th

edition, 1999. 5. E. W. Swokowski, Calculus and Analytic Geometry PWS Publishers,

Boston, 1983. 6. John H. Mathews, Numerical Methods for Mathematics Science and

Engineering, Prentice-Hall, Second Edition 1992. 6. HEMATICS FOR PHYSICS Contents 1. Preliminary calculus.

• Differentiation Differentiation from first principles; products; the chain rule; quotients; implicit differentiation; logarithmic differentiation; Leibnitz’ theorem; special points of a function; theorems of differentiation.

• Integration Integration from first principles; the inverse of differentiation; integration by inspection; sinusoidal function; logarithmic integration; integration using partial fractions; substitution method; integration by parts; reduction formulae; infinite and improper integrals; plane polar coordinates; integral inequalities; applications of integration.

2. Complex numbers and hyperbolic functions

• The need for complex numbers • Manipulation of complex numbers

Additions and subtraction; modulus and argument; multiplication; complex conjugate; division

• Polar representation of complex numbers Multiplication and division in polar form

• de Moivre’s theorem Trigonometrical identities; finding the nth roots of unity; solving polynomial equations

• Complex logarithms and complex powers • Applications to differentiation and integration

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• Hyperbolic functions Definitions; hyperbolic-trigonometric analogies; identities of hyperbolic functions; solving hyperbolic equations; inverses of hyperbolic functions; calculus of hyperbolic functions

3. Series and limits

• Series • Summation of series

Arithmetic series; geometric series; arithmetico-geometric series; the difference method; series involving natural numbers; transformation of series

• Convergence of infinite series Absolute and conditional convergence; convergence of a series containing only real positive terms; alternating series test

• Operations with series • Power series

Convergence of power series; operations with power series • Taylor series

Taylor’s theorem; approximation errors in Taylor series; standard Maclaurin series

• Evaluation of limits 4. Partial differentiation

• Definition of the partial derivative • The total differential and total derivative • Exact and inexact differentials • Useful theorems of partial differentiation • The chain rule • Change of variables • Taylor’s theorem for many-variable functions • Stationary values of many-variable functions • Stationary values under constraints

5. Multiple integrals

• Double integrals • Triple integrals • Applications of multiple integrals;

Areas and volumes; masses, centers of mass and centroids; Pappus’ theorems; moments of inertia; mean values of functions

• Change of variables in multiple integrals Change of variables in double integrals;

6. Vector algebra

• Scalars and vectors • Addition and subtraction of vectors

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• Multiplication by a scalar • Basis vectors and components • Magnitude of a vectors • Multiplication of vectors

Scalar product; vector product; scalar triple product; vector triple product

• Equations of lines and planes Equation of a line; equation of a plane

• Using vectors to find distances Point to line; point to plane; line to line; line to plane

• Reciprocal vectors 7. Matrices and vector spaces

• Vectors spaces Basic vectors; the inner product; some useful inequalities

• Matrices • The complex and Hermitian conjugates of a matrix • The determinant of a matrix

Properties of determinants • The inverse of a matrix • The rank of a matrix • Simultaneous linear equations

N simultaneous linear equations in N unknowns • Special square matrices

Diagonal; symmetric and antisymmetric; orthogonal; Hermitian; unitary normal

• Eigen vectors and eigen values Of a normal matrix; of Hermitian and anti-Hermitian matrices; of a unitary matrix; of a general square matrix

• Determination of eigen values and eigen vectors Degenerate eigen values

8. Vector calculus

• Differentiation of vectors Composite vector expressions; differential of a vector

• Integration of vectors • Space curves • Vector functions of several arguments • Surfaces • Scalar and vector fields • Vector operators

Gradient of a scalar field; divergence of a vector field; curl of a vector field

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• Vector operator formulae Vector operators acting on sums and products; combinations of grad, div and curl

• Cylindrical and spherical polar coordinates Cylindrical polar coordinates; spherical polar coordinates

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Annexure “D” INTRODUCTION TO STATISTICS

Credit hrs: 3(3-0) Unit 1. What is Statistics?

Definition of Statistics, Population, sample Descriptive and inferential Statistics, Observations, Data, Discrete and continuous variables, Errors of measurement, Significant digits, Rounding of a Number, Collection of primary and secondary data, Sources, Editing of Data. Exercises.

Unit 2. Presentation of Data Introduction, basic principles of classification and Tabulation, Constructing of a frequency distribution, Relative and Cumulative frequency distribution, Diagrams, Graphs and their Construction, Bar charts, Pie chart, Histogram, Frequency polygon and Frequency curve, Cumulative Frequency Polygon or Ogive, Historigram, Ogive for Discrete Variable. Types of frequency curves. Exercises.

Unit 3. Measures of Central Tendency Introduction, Different types of Averages, Quantiles, The Mode, Empirical Relation between Mean, Median and mode, Relative Merits and Demerits of various Averages. properties of Good Average, Box and Whisker Plot, Stem and Leaf Display, definition of outliers and their detection. Exercises.

Unit 4. Measures of Dispersion Introduction, Absolute and relative measures, Range, The semi-Inter-quartile Range, The Mean Deviation, The Variance and standard deviation, Change of origin and scale, Interpretation of the standard Deviation, Coefficient of variation, Properties of variance and standard Deviation, Standardized variables, Moments and Moments ratios. Exercises.

Unit 5. Probability and Probability Distributions. Discrete and continuous distributions: Binomial, Poisson and Normal Distribution. Exercises

Unit 6. Sampling and Sampling Distributions Introduction, sample design and sampling frame, bias, sampling and non sampling errors, sampling with and without replacement, probability and non-probability sampling, Sampling distributions for single mean and proportion, Difference of means and proportions. Exercises.

Unit 7. Hypothesis Testing Introduction, Statistical problem, null and alternative hypothesis, Type-I

and Type-II errors, level of significance, Test statistics, acceptance and rejection regions, general procedure for testing of hypothesis. Exercises.

Unit 8. Testing of Hypothesis- Single Population Introduction, Testing of hypothesis and confidence interval about the population mean and proportion for small and large samples, Exercises

Unit 9. Testing of Hypotheses-Two or more Populations

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Introduction, Testing of hypothesis and confidence intervals about the difference of population means and proportions for small and large samples, Analysis of Variance and ANOVA Table. Exercises

Unit 10. Testing of Hypothesis-Independece of Attributes Introduction, Contingency Tables, Testing of hypothesis about the Independence of attributes. Exercises.

Unit 11. Regression and Correlation Introduction, cause and effect relationships, examples, simple linear regression, estimation of parameters and their interpretation. r and R2. Correlation. Coefficient of linear correlation, its estimation and interpretation. Multiple regression and interpretation of its parameters. Examples

Recommended Books 1 Walpole, R. E. 1982. “Introduction to Statistics”, 3rd Ed., Macmillan

Publishing Co., Inc. New York. 2 Muhammad, F. 2005. “Statistical Methods and Data Analysis”, Kitab

Markaz, Bhawana Bazar Faisalabad.